LIBRARY OF CONGRESS 



00004017237 






"% ^"►•i'»*. *>. _V V .V^'. 



^...•JL-..^ 










V 

£° F k. % ^• 7# \< v <^ *^7r*' o T 





^ 






^ A * 








^ 



A°+ 















k > - * * a . <^ a > 











4* -Jsaifr ^ 



*bv 








°o 



^V* 




* •©* 



« *"V '^iBfll' ^* * 









^6* 








«fe^ ; 



THE 



CHILL'S LITTLE THINKEB, 



A PRACTICAL SPELLING BOOK, 



CONTAINING 



EASY, GRADUAL, AND PROGRESSIVE LESSONS IN 
PRONOUNCING, SPELLING, READING, •■ 

THINKING, AND COMPOSING, s^ 1 

ARRANGED ON U .'% 

A NEW AND ORIGINAI^-PLAN. 






B Y r/ 



JOSEPH BARTLETT BURLEIGH, LL.D. 



PHILADELPHIA: 
LIPPINCOTT, GRAM BO 

[SUCCESSORS TO GRIGG, ELLIOT & CO.] 



CO., 



No. 14 NORTH FOURTH STREET. 
18 5 2. 




Entered according to the Act of Congress, in the year 1S51, by 

Joseph BartlettBurleigh, 

In the Clerk's Office of the District Court of the United States for the 

District of Maryland. 



Stereotyped by Slote & Mooney, Philadelphia. 
Printed by T. K. & P. 0. Collins. 



£-1 




w 




% THE ALPHABET. 


S Roman. Italic. Old English. Scritt. 


i-A a 


A a 


% a 


(L^ <2 


JP n 


B b 


B I 


M t> 






C c 


e 


<E C 


^ / 





D d 


D d 


® & 






E e 


U e 


m * 


TO C 


0* /> 


F f 


F f 


i? t 




G g 


a g 


«ff 5 


0;;d t 


<2 t 


H h 


H h 


fk ft 




2.1 i 


I i 


X t 


& e 


■0$ *■ 


J J 


J J 


5 f 




. 


K k 
L 1 


K h 
L I 


It ft 


d,/ 


s? * 


51 m 


M m 


PS m 


ff f 


3T i 


N h 


N n 


^ u 




o 


o 


© 


a® d 


$6 a 


P p 


P p 


W P 






Q q 


Q q 


<& q 


J> c 


<%> V 


3.R r 


B r 


2£t x 






S s 
T t 


S s 
T t 


at t 


J / 


#* 


U u 
V v 


U u 
V v 


U u 


*M$ d 


W-* 


W TV 

X x 


W to 
X x 




3? '/ 


^¥ r 


Y 7 
Z z 


T y 

Z z J 


# 8 


*ym> on 


=*$ & 


/ $ 3 A 5 6 7 8 


<? 0. 


12 345678 


9 0. 



(T) 



WORDS OF TWO LETTERS. 




LESSON 5. 
Reading. 

is it on an ? 
it is on an ? 
an ox is on ? 
it is on my ? 
my ox is on ? 

LESSON 7. 

if it be an ? 
is an ax by ? 
it is by an ? 
do go to my ? 
be ye by my ? 

LESSOR 9. 

oh ! go to my ? 
ah ! is it my ? 
so it is my ? 
am I at an ? 
I am by an ? 
an ox is by? 
no be up to ? 



if 

is 
it 
do 
be 




iESSON 4. 
Spelling. 



is it 

it is 

an ox 

it is 

my ox 



on 
on 
is 
on 

is 



an ox 
an ox 
on it 
my ox 
on it 



LESSON 6. 



it 
an 

is 
go 



oh! go 
ah ! is 
so it 
am I 
I am 
an ox 
no be 



be an ox 

ox by it 

by an ax 

to my ox 

by my ax 

ESSON 8. 

to my ox 
my ox 
my ox 
an ax 
an ax 
by us 
to me 



it 

is 

at 

by 

is 

up 



LName the four different kinds of letters in the Alphahet? p. 7. 
2. jllow many letters are there in the Alphahet"? 3. Point ont a word. 
4. Point oat the difference "between a column of words and a line. 



WORDS OF TWO LETTERS. 




LESSON 11. 

Reading. 

all ! it is my ? 
oh! fytodo? 
do ye as I ? 
wo to me ! it ? 
is it so ! ah ? 
ah ! it is on ? 
am I to do ? 

LESSON 13. 

no do as we ? 
so ! I am at ? 
so we go to ? 
he is in or ? 
be he on or ? 
on by us to ? 
ye go on by . 
he is to go ? 

LESSON 15. 

so it is to ? 
am I ! or is ? 
no we go by ? 
as to it we ? 
we do it ah ? 
it is so go ? 



LESSON 10. 
Spelling. 

ah ! it is my 

oh ! fy to do 

do ye as I 

wo to me! it 

is it so ! ah 

ah ! it is on 

am I to do 



no 
so 
so 
he 
be 
on 

y e 

he 

so 

am 

no 

as 

we 

it 



LESSON 12. 

do as we 

I am at 

we go to 

is in or 

he on or 

by us to 

go on by 

is to go 

LESSON 14. 



it is 

I ! or 

we go 

to it 

do it 

is so 



to 

is 

by 

we 
ah 

go 



ax 

so 
do 

is 
me 
so 
it 

do 

it 

ma 

up 

in 

pa 

us 

up 

be 
lie 
it 

9° 
no 

on 



10 



WORDS OF THREE LETTERS. 




LE SSON 17. 
Reading. 

do ye as we ? 
is it so or ? 
if he is to ? 
ma to us it? 
go it is my ? 
it is to us ? 
am I to go ? 
ye go up to? 

LESSON 19. 

why it is my ? 
ah yes but my ? 
is she shy or ? 
thy cat or my ? 
try to get my? 
fly up to the ? 
do try it one ? 
he can get my ? 
my cat or his ? 




no 

go 
is 

my ax 
us so 
go in 
to it 



LESSON 18. 



why it 
but ah 
is she 
thy cat 
try to 



do 
he 



up 
try 
can 



my cat 



is my cat 

yes my dog 

shy or sly 

or my cat 

get my top 

to the tap 

it one clay 

get my hat 

or his clog 



1. What runs fast ? 2. What eats mice ? 3. What is bold ? 4. What 
is sly ? 5. How many words in Lesson 16 haye two letters ? 6. How 
many one? Tell the difference between my top and the top? Less. 18. 



WORDS OF THREE LETTERS. 



11 





LESSON 2 0.* 



Did E*li aid the man', or arm the lad ; ? 
Did A*sa awe the mob', or bag the fee* ? 
Did Job cap the top', or tip the end* ? 
Did he mow the hay 7 , or cut the rye* ? 



LESS OX 21* 



We can box the lea', or tax the toy*. 
We can use the wad', or run the spy*. 
Let him sip the oil', or gag the nag*. 
Did Ann hem the cap', or lap the pad* ? 

LESSON 22* 

Did Eli get the hat', or hit the eat* ? 
She did ink the map', or paw the mat*. 
We did play the pet', or tie the wig*. 

LESSON 23* 

Ann did fry the yam/, or cut the pie*. 
Did Asa rub the tan', or sod the sty* ? 
Did ye sap the sin', or hit the ram* ? 
She did peg the toe/ or fit the lad* 
Did he aim the gun', or nip the bud* ? 

* Let the pupil spell each word of every lesson on this page. See 
that the voice is kept up before or, and that it falls at the end of each 
sentence. 



12 



WORDS OF THREE LETTERS. 





LESSON 2 5. 
Reading?. 

I am to be at the \ . . Is 
she to \ . . the egg? He 
is to go \ . . It is in 
the ark. Is the \ . . on 
the \ . . sir, or is it off ? 
It is off of 1 ;., box, sir, 

LESSON 27. 

Did he sob? If a \.. 
can dig, let him not \ . . 
The \ .. is in its sty; 
and so is the \ . . Has 
the \.. fed the kid? 
The cat did get the \ ! . 
My dog is on the V.. 

LESSON 29. 

The fox \ . . at my 
\ ..; but I had a gun 
and hit it on the \ . . 
Hip up the \ . . and 
get a \ .. for Job; or 
get him a \ . . to eat. 
Why did Job V. . go ? 
My dog bit the old \ . . 



LESSON 24. 
Spelling. 

be am inn 

she egg /h/ 

to go off 

the ark ZiVZ 

sir off box 

it is the 

LESSON 26. 

did sob man 

can him 6^ 

its sty hog 

and has jp^ 

fed kid lad 

cat get rat 

my dog 6ecZ 

LESSON 28. 

my fox ran 
had gun lien 
hit the ?<?</ 
rip and bag 
get for fig 
him eat ?m£ 
why did not 
dog bit /ox 



WORDS OF THREE LETTERS. 



13 





LESSON 31. 
Reading. 



My 



and 



was m 
. I was in 
mud. We all 

the top. The \ 



the 

the 

\.. at 

. is set. 



He had a \ . . of ham. 

LESSON 33. 

He has no pot nor \ . . 
in his hut. If my S . . fix 
me in yon \ . . Did the 
boy ask for a cup or a \ . . ? 
The man is \ . . The old 
man had on a \ . . Get 
me a\ : .v, ink, and wax. 

LESSON 35. 

Not a \ . . nor a jot. 
Be in \ . ., and sin not. 
Go not in the wav of \ . . 
men. If you \ . . you 
will rue it. A bad \ . . 
has woe, and no \ . . No 
one can 
die to- 1 ., 



but he may 



LESSON 30. 
Spellog. 

my was gig 
and the hog 
mud all met 
top set sun 
had ham hit 

LESSON 32. 

pot nor pan 
hut fix lot 
yon did cot 
boy ask can 
the old mad 
man had wig 
ink waxp^z 

LESSON 34. 

nor jot dot 

sin not awe 
the way 6at? 

men you lie 

rue bad 603/ 

woe has joy 

can but say 

may die day 



14 



WORDS OF THREE LETTERS. 




LESSON 37. 
Reading. 



Did the elk \ .. the 
dog ? One may l . . . and 
yet not be thy \ . . The 
ore is dug out; \ .. one 
ton of it or \ . "., ere you 
go \: L \ Did you see the 
K"Ji of my box ? As the 
K . . is so hot, I am to set 
out at \ . . 

LESSON 39. 

Did you see the \ „ . ? 
It was not \; .., how did 
you see the l . . . run off? 
Did you \ . . the rye ? 
Why did you \ . . mow 
the \ . . ? Was the dew 
on it ? Do you K . . the 
hoe ? Did the J. . . hum ? 
Did the \ . . and the old 
\ . . run ? Did the fox 
see the \ . . ? 



LESSON 36. 




Spelling. 


did 


the 


see 


dog 


one 


vie 


yet thy foe 


ore 


dug 


buy 


ton 


ere 


tioo 


you 


see 


off 


box the 


hey 


hot 


set 


air 


out 


% 


eve 


LESSOR 


l 38. 


vou 


see 


sea 


was 


how 


day 


run 


off 


roe 


the 


rye 


sow 


why 


mow not 


was 


dew 


hay 


you 


the 


use 


hoe 


hum bee 


and old 


cow 


run 


fox 


ewe 


see 


the 


dog 



WORDS OP THREE LETTERS. 



15 




LESSON 41. 
Reading. 

His age is \ . . Was he 
on the \ . . to-day? I 
saw him \ . . low to you. 
She is at her \ . . Did 
she sew her \ . . ? You 
may get the \ . . of it. 

LESSON 43. 

Few are in my \ . . any 
dav. It is not \ . . for the 
ear nor the \ . . Who 
go in and K . . go out ? 
Any two of you K . . go to 
see it ? May I go \ . . ? 

LESSON 45. 

Let us all \ . . to do no 
sin ? Do you \ . . us to 
do as we are bid ? \ . . 
can \ . . all we do. He 
saw all we \ . . and did. 
His eye is on i . . . Let 
us not do any \ . . 



LESSON 40. 




Spelling. 


his 


age ten 


the 

saw 


day ice 
him how 


She 


her tea 


sew 


her hem 


may get use 


LESSON 4 2. 


few 
day 
ear 
and 


any pew 
not fit 
the eye 
out wtm 


any 


you may 


see 


may too 


LESSON 44. 


let 


all try 


sin 


you aid 


are 


bid God 


can 


all see 


saw 


and ate 


eye 


let all 


not 


any sin 



16 



WORDS OF FOUR LETTERS. 




LESSON 47. LESSON 46. 

Reading. Spelling. 

If pa'pa or K ;'; . does pa'pa ma! ma 

not K . . us ? the Lord Lord see 

el- 1 . . . . does. His eye does 

is on us K . . the day and wise 

all the time. The J time 

is i, L ., just, and good, just 

LESSON 49. LESSON 4i 

He made each * and each tree 

herb, the V. . . oak and herb 

the tiny bush are \ . . . bush 

his work. The Lord 1 work 

the sun to \ . . : 9 and he tiny 

1 it set. 

LESSON 51. 

He made the \ . . and made sun 

moon, and each \ . . . moon star 

of the sky. The \ . . is stars sea 

\ . ., and he made it ; and made his 

the i. . . land is his also, land dry 

He made the high \ . . . high hill 

and the low \ . . . tall vale 



ways 

all 

Lord 

loise 



tall 

both 

bids 

rise 
bids 

LESSON 50. 



gives 



"WORDS OF FOUR LETTERS. 



17 




LESSON 53. 
Reading. 

The 1 .... at the will of 
the \ . . . is made dry. 
The heat and the \ . . . 
come from him. He \ . . . 
the \ . .., hail, and the ice. 

LESSON 55. 

He bids the \ . . . to put- 
on its \ . . ., but ere long 

he 1 bid the leaf to 

\v - ., and make the tree 
to be r . . . . in the fall. 

LESSON 57. 

He bids the \ . . . to 
\ . . ., and the lamp to 
\ . . . He sets a door 
as it \ . . . on the sea ; 

and says to it, x far 

K . . . must thou come ? 



LESSON 52. 

Spelling. 



Will 

made 
heat 



soil 

Lord 

cold 



come gave 
hail snoio 

LESSON 54. 



bids 

long 

leaf 

make 

fall 



tree 

leaf 

will 

fade 

hare 



LESSON 5 6. 

bids mind 

lamp filoio 

door burn 

says were 

must thus 

thou only 



WORDS OF FOUR LETTERS. 




LESSON 59.* 
Reading. 



LESSON 58' 
Spelling. 



All that 2 live get life from the lives ? 

Lord. He made the 2 poor man poorer? 

as well as the 2 rich man; he richer? 

made the Mark man as well as darker 

the 2 fair man. fairer ? 



LESSON 61. 



LESSON 60. 



He made the 2 fool as well fools? 

as the 2 wise man. All that wiser? 

move on the 2 land are his; lands? 

and so are all that 2 fly in flies? 

the air, and all that 2 swim swims? 

in the 2 sea. seas ? 



LESSON 63. 



LESSON 62. 



The 2 lion and the worm lions ? 

are both the 2 work of his works? 

2 hand. In him they live and hands? 

2 move. He it is that doth moves? 

2 give food to them all, and, gives? 

when he says the 2 word, they words? 

all die and turn to 2 dust. dusts ? 



* Let the pupil spell every word in all the reading lessons which 
have hut one marginal column, and use each word in the column in 
an original simple sentence. 



WORDS OP FOUR LETTEBS. 



19 








LESSON 65. 
Reading. 



Bear ever in 2 mind that it 
was the 2 Lord who made you. 
He 2 gave you all that you 
have, and all that you 2 hope 
for. He gave 2 you life, and food, 
and a 2 home. 



LESSON 64. 
Spelling. 

minds ? 
Lord's ? 
his? 
hopes ? 



LESSON 67. LE 

All who take 2 care of you, 
and 2 help you, were sent you by 
him. He gave you the 2 Bible, 
to let you 2 know what he hath 
done for you, and what 2 he bids 
you 2 do. 



yours i 
homes ? 

SSON 6 6. 

cares ? 
helps ? 
Bibles? 
knows? 
him ? 
done ? 



LESSON 69. 

2 Be sure that 



LESSON 68. 



sure mat he ever sees being? 

you in the 2 dark, as well as in darkest 

the 2 day. He can tell all that days ? 

you do, and all that you 2 say says? 

and all that is in your 2 mind. minds? 

Oh ever 2 seek the Lord. Pray seeks? 

to him when you 2 rise, and when rises ? 

you 2 lie down. lieth ? 



20 



NEVER FIGHT, 




LESSON 70. 
NEYER FIGHT. 



Let dogs delight to \ . 



Bark. 



and bite, 

For the Lord hath \ . . . them so, M * de - 
Let beaes and li'oints growl and \ . . . . F ^ ht - 
For 'tis their \ / . . . . too. NaW 

Girls and boj^s you should \ / . . . let N8 ^ er - 
Such an'gry passions \ . . ., Rise - 

Your lit' tie hands were neVer '. . . . Made - 
To tear out each others \ . ~ > . E y es - 

Birds in their lit' tie K / *",. a'gree,. Nests - 

And 'tis a shame'ful \ . . . . sight. 

If you of one school or 3 . . . / . I Fam%. 

Fall out and \ . . . . and fi^ht. Cliide - 



GOOD BOYS AND GIRLS. 



21 




Good 

not 

other 

play ? 

fight? 

li'ons 

all 

in 

say 

cross 

or 

should 

your 

who 

faults 

to 

If 

pains 

any 



LESSON 71 
GOOD BOYS AND 

and 



boys 

fight 

when 

bad 

cats 

bite 

who 

peace ? 

bad 

at 

others ? 

neVer 

best 

tell 

and 

know 

you 

you 

thins; 



nor 

they 

boys 

dogs 

and 

are 

you 

words 

your 

above 

strike 

friends 

you 

teach 

and 

do 

can'not 

that 



GIRLS. 

srirls 

hurt 

are 

and 

bears 

fight? 

good 

should 

or 

pa'pa 

all 

any 

are 

of 

you 

correct 

not 

ex'cel 

is 



do 

each 

at 

girls 

and 

but 

live 

nev'er 

look 

ma'ina 

you 

one ? 

those 

your 

how 

them ? 

take 

in 

good? 



* After pronouncing and sp 
columns, let each pupil read 
marks. 



elling this Lesson and Lesson 73, p. 23, in 
alternately in lines to the interrogation 



22 



KINDNESS. 




LESSON 72. 
KINDNESS. 

? The * a'bove is pleased to see. Lord. 

Pu'pils in all the schools V ; A'gree. 

? And will not x the prayer and praise Scorn. 

Which lov'ing children join to K'A\* Kaise. 

? For X c . . and kind'ness please him more, Love. 

Than if we gave him all our * ; store. 

? And children here who * in love, Dwell. 

Are like his ho'ly saints * aWb. 

? The gen'tle child that K . . . . to please, Tries. 

That hates to quarrel, fret, and * , Tease. 

And will not say an l . J . . . word ; An'gry. 

? That 1 is pleas'ing to the Lord. cmicl 

? Good Lord ! 1 . . J when'ev er we Forgive 

For ; get thy 1 and dis'a gree ; win. 

? And 1 that each of us may find Grant. 

The bless'ed ness of 1 . J . . . kind. Be'mg. 





TRY NOT TO 


1)0 WRONG. 


23 




LESSOX 73. 


j 




TRY NOT TO 


D W R X 


?• m 


Good 


boys 


and 


girls 


nev'er 


do 


wrong 


be'cause 


they 


see 


or 


know 


of 


others 


who 


do 


what 


is 


not 


right. 


They 


love 


and 


o'bey 


their 


parents. 


When 


they 


want 


any 


thing 


which 


their 


father 


or 


nioth/er 


thinks 


is 


not 


right 


for 


them 


to 


have 


they 


do 


not 


fret 


get 


an'gry 


or 


cry. 


They 


are 


ever 


kind 


to 


all. 


They 


nev'er 


tease 


fight 


or 


call 


any 


one 


bad 


names. 


Good 


chil r dren 


love 


to go to 


school. 


They 


try 


their 


best 


to 


spell 


to 


read 


write 


and 


learn 


all 


the 


good 


they 


can. 


They 


nev'er 


lie 


or 


take 


any 


thing 


not 


their 


own. 


They 


always 


own 


their 


faults. 



— .-.-.... ■. ■■■■■■ ■■ 

; 24 QUESTIONS AND ANSWERS. 


— - *— j| 


QUESTIONS AND ANSWERS, 


LESSON 75* 


LESSON 74. 


Reading. 


Spelling. 


Jane. Who is a la'dy ? 


hf&y* 


poliy^ 


Ruth. Anlia Butler. 


Ha'zy 


bo'ny 


Jane. What is ha'zy ? 


Ba'by 


to'ry 


Ruth. The sky is ha'zy. 


Ma'zy 


holy 


Jane. Who is a ba'by ? 


Na'vy 


po'sy 


Ruth. A'my Smith. 


La'zy 


ro'sy 


LESSON 77. 


LESSON 76. 


Jane. What is ma'zy ? 


Puliy 


ti'dy 


Ruth. The swamp is ma'zy. Duly 


ti'ny 


Jane. What is a na'vy ? 


Duly 


li'my 


Ruth. War ships, &c. 


Fu'ry 


di'ry 


Jane. Who is la'zy ? 


Ju ; ry 


Hii'ry 


Ruth. Am'ris La'coxi. 


Fu'my 


wi'ry 


LESSON 79. 


LESSON 7 8. 


Jane. Who waspu'ny? 


Ra'cy 


lion 


Ruth. Di'nah Hov'ey. 


Va'ry 


re'al 


Jane. What is a duly ? 


Wa'ry 


eo'zey 


Ruth. To do right, &c. 


rm 


po'em 


Jane. What was duly ? 


Di'al 


po'et 


Ruth. It was duly done. 


Ri'ot 


du'el 


* Lessons 75, 77, and 79 are designed to be read as a dialogue, and 


then each word to be spelled. 






f An accented Towel always has its name or long sound 
j Y ending an unaccented syllable takes the short sounc 




1 of E when 


the preceding syllable is accented. 






$ Let the pupil begin with pony, and write for a home-lesson each 


word in the second column in a simple sentence. 





QUESTIONS AND ANSWERS. 



25 




S^ ? 



Halo 

La'va 

Sa'go 

Zero 

He'ro 

Ve'to 



fu'el 

su'et 

ruin 

deny 7 ' 

defy 

espy' 



LESSON 81. * LESSON80. 

Heading. Spelling. 

; Ruth. What is ri'per ? 
Jane. This ap'ple is ripper.* 
Ruth. What is a vi'per ? 
Jane. A poi'son serpent. 
Ruth. What is wi'der ? 
Jane. This cloth is wi'der.* 

LESSON 83. LESSON 82. 

Ruth. Who is a ri'der ? 
Jane. Fran'ces Knox. 
Ruth. Who is a di'ver ? 
e7a?2e. Han'nah Jones. 
Ruth. What is filler? 
Jane. This cloth is filler.* 

LESSON 85. 

Ruth. Who is a ty'ro ? 

Jane. Any learn'er. 

Ruth. Name one ? Wa'fer 

Jane. Hel'en Dow. Pa'per 

Ruth. De'fine exit ? Ga'zer 

Jane. It means to de'part. Ca'per 



Arid 

Ugly 

Un'do 

Ally 

En'vy 

Go'ry 

LESSON 

Ma'ker fi/ner 
Ba'ker di'ver 
ri'der 
wi'der 
vi'per 
ri'per 



ac'me 

ar'my 

at'om 

axis 

exit 

ty'ro 

84. 



* Than that, i. e. that apple ; or, as the case may be, that cloth. 
+ Y ending an accented syllable takes the long sound of i. 
\ E before a final r, usually takes the sound of u. 
JVote.—Let the pupil begin with Halo, and write for a home-lesson 
each word in the first column in a simple sentence. 



26 DIFFERENT VOWEL SOUNDS CONTRASTED. 




LESSON 8 6.* 




cap 


cape, 


pa'rent 


pat'ent, 


man 


mane, 


cha'ry 


charl ty, 


scrap 


scrape, 


an'ger 


an'gel, 


sham 


shame, 


camlet 


cam/bric, 


van 


vane, 


am'ber 


cham'ber 


tap 


tape, 


man'gle 


manager, 


pan 


pane, 


strangle 


stran'ger, 




LESSON 87.* 




glad 


glade, 


dan'gle 


dan'ger, 


gat 


gate, 


ran'cour 


ran'ging, 


Sa'tan 


satin, 


pasly 


pas'try, 


la'tent 


latin, 


them 


theme, 


all 


alley, 


mass 


mas'sive, 


hall 


hallow, 


fa'ther 


rath'er, 


call 


callow, 


pall 


pallet, 




LESSON 88* 




fall 


fallow, 


wall 


wallet, ! 


tall 


tally, 


squall 


squalid, j 


ball 


ballot, 


galling 


gallant, j 


gall 


gallon, 


ex'alt 


alii tude, j 


far 


far'row, 


ap'pal 


ca'nal, 


car 


car'ry, 


was 


wax, 


tar 


tar'ry, 


wast 


was'ted, 


mar 


mar'ry, 


her 


here, 


* Different vowel sounds contrasted. The addition or omission of a j 


letter often changes the meaning 


; of a word. For a 


home-lesson let the 


pupil explain 


the meaning of the 


words in writing 


in simple sentences, j 


like the following: Jane. What did Anne buy? 


Ruth. The cap and \ 


the cape. The man fixed the mane. 


^ \ 



DIFFERENT VOWEL SOUNDS CONTRASTED. 



din 

chin 

quit 

rid 

rip 

shin 

sir 



fir 

thin 

twin 

spit 

trip 

hid 

sit 



LESSON 89* 



dine, 

chime, 

quite, 

ride, 

ripe, " 

shine, 

sire, 



pilot 

childish 

wild'er 

mild'ness 

kindly 

kind'er 

sy'phon 

LESSON 90* 



fire, 

thine, 

twine 

spite, 

tripe, 

hide, 

site, 



prior 

pri Va cy 

sti'fle 

spi'ny 

ri'val 

pri'vate 

mi'nor 

LESSON 91.* 



pillage, 

chirdren, 

wil'der, 

mil'dew, 

kindle, 

hin der, 

syringe, 

primmer, 

priVa cy, 

stiffly, 

spin'age, 

riv'el, 

priv'y, 

min'ute, 



kin 


kine, 


li'ning 


lin'en, 


rob 


robe, 


forTeit 


for'age, 


nod 


node, 


ex hort' 


im port', 


rot 


rote, 


re cord' 


afford', 


dot 


dote, 


en gross 7 


em boss' 


hop 


hope, 


o'ral 


mor'al, 


rod 


rode, 


or'gan 


or'ange, 


con 


cone, 


oil ent 


orl fice,' 



* Different rowel sounds contrasted. The addition or omission of a 
letter often changes the meaning of a word. Model for home-lesson . 
They dine amid the din. Their pillage was taken hy the pilot, &c 



28 DIFFERENT VOWEL SOUNDS CONTRASTED. 




mm^ 



nic/dal 

notice 

fo'rum 

florist, 

en rol' 

huge 

plum 

tub 

us 

tuns 

curs 

de mur 7 

re cur' 

hath 

hall 

malt 

have 

pislol 




LESS 

mod'el, 

novice, 

for'est, 

florid, 

ex tol', 

hug, 

LESS 

plume, 

tubes, 

Lise, 

tunes, 

cures, 

de'raure, 

LESS 

se cure 7 , 

path, 

shall, 

shalt 5 

shave, 

pis tole', 



ON 92* 

sor'did 

torment 

rolling 

tro'phy 

so'rel 

pu'ny 

ON 9 3.* 

rud'dy 

rub'bish 

rud'der 

pul'py 

putly 

ful'ness 

ON 9 4* 

du'cal 

sa'vor 

e'pact 

li'vre 

butler 

fi'nis 



sor'ry, 

tor'rid, 

lolling, 

prophet, 

sorrel, 

punish, 

rudely, 

ru'by, 

ru'der, 

pul'pit, 

putting, 

ful'some 

duc'at, 

sav'age, 

epic, 

liv'er, 

butcher, 

finish, 



* Different vowel sounds contrasted. The addition or omission of a 
letter often changes the meaning of a word. 



DIFFERENT VOWEL 


SOUNDS CONTRASTED. 29 


LESSON 95 


*LESSON 96.j 


L E S S N 9 7 * 


LESSON 98. f 


ah! 
far 


brass 
glass 


ar'my 
art'ful 


bar'on 
barren 


star 


pass 


father 


barrel 


barb 


asp 


bra'vo 


car'ol 


garb 
hard 


clasp 
grasp 


ar'bor 
ar'mor 


arid 
harass 


jyard 


ask 


far'mer 


lar'um 


\ barge 
large 


bask 
flask 


darling 
garland 


parish 
cai v at 


! charge 


chaff 


garment 


tariff 


\ targe 

; ark 
shark 
spark 
arm 


staff 

raft 

craft 

shaft 

waft 


barley 

parley 

parsley 

star'ry 

parlor 


tar'ry 

mar'ry 

claret 

garret 

car'rot 


farm 


cast 


harbor 


nar'row 


harm 
charm 


past 
fast 


car'pet 
market 


spar'row 
harl er 


barn 


mast 


scarlet 


barli er 


yarn 


vast 


varlet 


earli er 


harp 


blast 


hardness 


arrant i 


snarl 


grant 


harvest 


ar'ras 


carve 


slant 


tarnish 


bar'rack 


starve 


chance 


varnish 


ar'a ble 


march 


dance 


archer 


par'a ble 


| parch 


prance 


barber 


par'o dy 


i 

* ILlustratin 


g the 3d sound of 


i. f Illustrating the 2d sound of a. 



30 SHORT VOWEL SOUNDS ILLUSTRATED. 


LESS. 9 9 * 


LESSON 100. 


* LESS. 101* 


LESSON 102 * 


| Villa 


Mel'on 


An'y 


Be'gan 


visla 


ven'om 


man'y 


tre pan' 


stig / ma 


fel'on 


lil'y 


be get' 


sen'na 


an'them 


leVy 


be set' 


mimic 


maxim 


spon'gy 


com mit' 


critic 


muslin 


pit'y 


refit' 


vivid 


nap'kin 


enlry 


se dan' 


livid 


pillar 


pan' try 


di van' 


timid 


cum'ber 


sen'try 


fo ment' 


vapid 


ram'bler 


gen'try 


re lent' 


peb'ble 


antler 


sundry 


de ter 7 


treb'ble 


ten'or 


alley 


con fer 7 1 


middle 


lep'er 


galley 


com pel' ! 


cat'tle 


ser'pent 


mis'tress 


an nul' 


cor'al 


present 


dis'tant 


re vert' 


vas/sal 


tor'rent 


ab'sent 


re cess' 


ves'sel 


ballast 


adjunct 


ad dress' 


veronal 


ver'tex 


prov'ost 


de fend' 


lev'el 


ped'ant 


proverb 


ex tend' 


noVel 


ten'ant 


nig'gard 


a lert' 


pan'el 


tal'ent 


sluggard 


con vert' 


rev'el 


visit 


muslard 


oc cult' 


tra'vel 


slan'der 


stam'mer 


in suit/ 


gravel 


vintner 


gram'mar an nex' 


vigil 


a dult ; 


surplus 


per plex' 


lin'en 


tablet 


in'fant 


affix' 


* Words of two syllables illustrating the short sounds of the vowels . 1 



LONG VOWEL SOUNDS ILLUSTRATED. 31 


LESS. 103 


.* LESSON104.* 


< LESSON 105. 


* LESS. 106* 


E'raf 


Bri'nyf 


La'borf 


Pa racle'f 


hy'dra 


dra'per 


o'dor 


bro cade' 


stra'ta 


sli'der 


va'por 


re plete' 


sto'ic 


o'mer 


tu'mor 


se crete' 


mu'sic 


tre'inor 


fa'vor 


u nite' 


Cu'pid 


tu'tor 


sa'vor 


in vite' 


flu'id 


pu'pil 


fo'cus 


con dole' 


ca'ble 


thesis 


cro'cus 


ca jole' 


tri'fle 


ty'rant 


fa'inous 


per fume' 


ti'tle 


va'grant 


pi'ous 


re sume' 


hu'gle 


flu'ent 


fi'brous 


de scry' 


feVer 


a'pex 


po'rous 


im ply' 


leaver 


o'nyx 


por'tal 


de fame' 


ine'tre 


o'vert 


for'tress 


in flame' 


lu'cre 


se'cret 


sporting 


re cede' 


tri'al 


lo'cust 


jolt'ing 


co here' 


o'pal 


e'dict 


hast'ed 


be tide' 


mu'ral 


ha'tred 


tast'ed 


de cide' 


fa'tal 


a'corn 


binding 


dis pose' 


na'tal 


ca'dence 


wildly 


en close' 


pa'pal 


du'rance 


kindly 


se cure' 


na'sal 


gra'tis 


forg / er 


al lure' 


le'gal 


ze'nith 


re port' 


en sure' 


* re'gal 


de'raon 


im port' 


ex hale' 


* "Words of two syllables illustrating the long sounds of the vowels. 


f A vowel accented always has its long sound. 




Note. Name some other words 


not in this lesson, 


in which a has its 


long sound. 


e, i, o, u. 







ILLUSTRATING THE U SOUND OF 0. 




LESS. 107.' 

DOYE 

love 

glove 

shove 

one 

done 

son 

ton 

won 

world 

work 

oVen 

front 

wort 

word 

bomb 

worse 

dost 



* LESSON108.* 

tongue 

sponge 

worm 

moth/er 

nothing 

thorough 

wor'thy 

wor'ry 

com'frey 

mon'key 

meth'od 

ploVer 

cas'tor 

col'or 

com'fit 

a bove' 

af front' 

mam'moc 




LESSON 109* 

broth'er 

comely 

lovely 

cov'er 

cov'et 

doz'en 

govern 

hoVer 

pom'mel 

kingdom 

gallop 

gallon 

spon'ger 

wis'doni 

ser'mon 

arbor 

har'bor 

mon'grel 



LESS, no* 

bom'bast 

poth'er 

shov'el 

sloVen 

smoth'er 

stom/ach 

wonted 

worship 

coming 

com'pass 

com/fort 

con(jure 

hon'ey 

mon'ey 

laying 

pack'e r 

mock'er 

cov'ey 



* Words in which o has the short sound of u. 



G HARD, G SOFT, 


&C, ILLUSTRATED. 33 


LESS. Ill* 


LESSON 112.- 


• LESSON 113.: 


[ LESS. 114.3 


g hard. 


g soft. 


& o short. 


u long. 


A'gue 


A'gent 


Wad'ding 


Kul'er 


ar'gue 


ar'gent 


nodding 


rudely 


rig 7 our 


rigid 


wad'dle 


rubral 


rigging 


frigid 


codle 


ruthless 


rug'ged 


tur'gid 


wallow 


ruin 


brig 7 and 


re 7 gent 


follow 


rue'ful 


gan 7 der 


gen'der 


wan 7 der 


tru 7 ant 


gas'tric 


geslure 


pon 7 det 


truism 


gid 7 dy 


giblets 


wanlon 


pru'dent 


gimlet 


gin'ger 


con'trast 


pru'dish 


gew 7 gaw 


digit 


warrant 


bru'tal 


gir'dle 


gin'gle 


tor'rent 


fru'gal 


girlish 


gip'sy 


wat'tle 


cru'el 


giz 7 zard 


gig'ot 


bot'tle 


cru'et 


giggle 


gim'crack 


Wagtail 


cruis'er 


gam 7 bol 


pun 7 gent 


fossil 


druld 


fog'gy 


spun'gy 


quar'rel 


fruitful 


shag'gy 


cler'gy 


sor'rel 


gru 7 el 


drug'get 


budget 


quan'tum 


con'strue 


gor 7 gon 


gor'get 


nos'trum 


im brue 7 


tar 7 get 


badges 


swad'dle 


un true 7 


wag / gish 


magic 


solid 


in trade' 


crag'gy 


tragic 


squalid 


ob trade 7 


* Illustrates the hard sound of g. 




f Illustrates the soft sound of g. 




t Illustrates that a sometimes has the short sound of o. 


$ Illustrates the long sound of u. 





34 ILLUSTRATING THE SOUNDS OF C AND S. 



LESSON 

Cant 

cent 

cull 

cell 

coal 

ceil 

rack 

race 

pack 

pace 

lack 

lace 

fact 

face 

trick 

trice 

scan 

scene 

scant 

scent 

core 

cere 

scathe 



115.* LESSON 116* LESSON 117.f 

Cop'y Dose 



cit'y 

can'to 

cen'to 

caVil 

civil 

can'cer 

cen 7 sor 

can'ter 

cen'tre 

cus'tom 

cyg'net 

ca'ter 

ce 7 dar 

lo'cal 

cancel 

lyi^ic 

sau'cy 

circus 

cro'cus 

scatter 

scep'tre 

scan'dal 



goose 
base 
ba'sis 
crisis 
tip'sy 
trick'sy 
fan 7 ta sy 
her'e sy 
po'e sy 
ar'go sy 
cau'sey 
cause'way 
re seat' 
re sign 7 
re sa lute' 
re search' 
re source 7 
dis abuse' 
dis annul' 
dis array' 
dis belief 
dis card' 



LESSON 118.J 

Dai'sy 
clum'sy 
pal'sy 
flim'sy 
pan'sy 
tan'sy 
quin'sy 
phren'sy 
whim'sey 
jer'sey 
ker'sey 
re sent 7 
re side' 
re sort 7 
re serve 7 
re sign 7 
re sist' 
re solve' 
re sound 7 
re sume 
re semble 
res'i dence 
re sid'u al 



* In Lessons 115 and 116 the first and third words, and so on to the 
end of the Lessons, represent the hard sound of c , as in U. The other 
words the soft sound as in s. 

+ Illustrating the sharp sound of s. 

If Illustrating the flat sound of s. 

Note. S has two sounds ; one sharp and hissing as in this, the other flat 
and buzzing as in is; these two sounds must be carefully distinguished. 



EM ? IM, EN, IN, PER, PRE, &C. ILLUSTRATED. 35 




LESSON 119* 

Em'met 
im'age 
ein'press 
impress 
em pale' 
im mure' 
em prise' 
im bibe' 
en list- 
in sist' 
en gage' 
in duce' 
entrance 
intense 
en'ter 
in ter 7 



LESSON 120.f 



Perfect 
prefect 
perfume 
pre diet' 
per vade' 
pre vail' 
per verse 
pre serve' 
per mit' 
pre mise r 
per tain' 
pre tend 7 
per spire 7 
pre'fer 
person 
pre'eept 



LESSON 121 + 

Con di'tion 
se di'tion 
vo li'tion 
mu nation 
nu tri'tion 
pe ti'tion 
frn i'tion 
tu i'tion 
sus pi'cion 
vi'cious 
ju di'cious 
officious 
sus pi'cious 
ca precious 
ju di'cial 
official 



LESSON 122.g 

Nation 

station 

faction 

fraction 

sanction 

unc'tion 

func'tion 

junction 

lo'tion 

po'tion 

caption 

option 

portion 

caution 

mention 

j>en-sion 



* To illustrate that em and en should not be pronounced im and in 
and the reverse, 
f To illustrate the difference between per and pre. 
I To show that i before ti and ci should be pronounced sh 
§ To show that tion should be pronounced shun. 



36 DIPHTHONGS, 


SILENT LETTERS, &C. 


B 

LESSON 123 


HfSs 

* LESSON 124. 


II Jr : 

\i IS W&- liSF 
yt if MIL JK 

* LESSON 125.f 


KgU 

LESSON 1264 


Road 


Bead 


Dum& 


Com'pact 


toad 


mead 


thum& 


contract 


goal 
shoal 


plead 
year 


com6 
clim& 


lit'i gant 
vis'i tant 


loaf 


beak 


de&t 


as'pect 


oath 


bleak 


dou&t 


in'sect 


loath 


creak 


su&tle 


district 


OAK 


streak 


Czar 


prod'uet 


soak 


peal 


muscle 


ac'cent 


cloak 


veal 


in diet 7 


cres'cent 


croak 


seal 


</nat 


verdict 


foam 


zeal 


^nash 


case'ment 


loam 


seam 


</narl 


cere'ment 


roam 


gleam 


si</n 


vest'ment 


loan 


scream 


phlegm 


oint'ment 


roan 


team 


7ieir 


tan'gent 


groan 
hoar 


bean 
glean 


Aeir'ess 
Aon'est 


co'gent 
lam'bent 


* When two vowels come together the first should generally receive 
the long sound. 
+ To illustrate the use of silent letters. 

J To show that final t should always he distinctly pronounced. 
' r—n^r^, „, -J| 



LYING. 



LYING. 
LESSON 128* 
Reading. 



LE 



Lying is ev'er a clear^ 2 mark 
of a sil'ly y child. Let the 2 li'ar 
be 2 boy or girl, man or wo'man, 
rich^ or 2 poor, it is quite the 
same. All who know him 2 look 
down up'on him with 2 pity. 

LESSON 130. LES 

They put no 2 trust in any'- 
thing which he says, ev'en if 2 it 
be true. If at any 2 time he 
2 stands in need of their help, 
he may 2 call to them in vain, 
for they will 2 think his story 
false, or 2 doubt the truth of it. 



LESSON 132. 



All lies of every 2 kind are 
bad. There is no such 2 thing 
as a white lie ; every 2 lie is 
black. If you hurt any 2 one 
by 2 your lies, this to be sure, 
makes the 2 thing worse, in so 
far as it is cru'el and 2 evll. 



SSON 12 7.f 
Spelling. 

marks ? 
liars ? 
boys? 
poorer ? 
looks ? 
pities ? 

SON 129. 

trusts? 

its? 

times ? 

stands ? 

calls? 

thinks? 

doubts? 

LESSON 131. 



a v ^ ioi. 

kinds? 
things ? 
lies? 
ones? 
yours ? 
worst ? 
ev'ils ? 



* Let the pupil spell every word in all the reading lessons which 
have but one marginal column. The figure 2 before a word denotes 
that it is a primitive word, i. e. in its simplest form in our language, 
and the marginal column usually express the singular form of the 
verb, or the plural form of the noun. The words in the margin are 
generally derived from those marked by the figure. 

f The words in this marginal column should be pronounced and 
spelled. The advanced scholars may put them into simple sentences. 




38 



LYING. 



LESSON 134. 

Reading. 



LESSON 13 3. 



But, eVen if lies do no 2 harm, 
they are 2 still wick'ed. If you 
2 boast of doing any good thing, 
2 which you have not done, this 
is to cheat, and to take a ^erlt, 
that is not 2 due to you. 



Spelling. 

harms ? 
stills? 
boasts ? 
which ? 
merits? 
dues? 



LESSON 13 6. 



LESSON 135. 



If again you lie, to 2 hide any 
2 fault which you have done, 
this is to 2 add fault to fault. 
You may 2 think, that it is no 
evil to tell a lie, in 2 order to 
hide a fault done by some 2 one. 



hides? 

faults? 

adds? 

thinks? 

orders ? 

ones? 



LESSON 138. 



If you do 2 think so, you are 
very far 2 wrong. The lie is 
still a lie, be the 2 end for which 
you have told it, 2 what it may. 
I do not 2 say that you ought 
to be glad to 2 tell eve'ry fault, 
which any 2 one has done. 
Very far from 2 it. 



LESSON 137. 

thinks? 
wrongs 
ends ? 
what ? 
says? 
tells? 
ones? 
its? 



LYING. 



39 



s 



LESSON 140. 

Reading. 

When any ^er'son does 
Vrong you should be sor'ry. 
But, when any 2 one asks you 
as to what some one else 2 has 
done, 2 speak out the plain speaks? 
truth, or else 2 keep quiet. keeps ? 



LESSON 139. 

Spelling. 

persons 
wrongs- 
ones ? 
hatfi? 



LESSON 142. 



LESSON 141. 



It is 2 right for you also to 
2 know, that you may lie by 
nods or 2 signs, as well as by 
words. And you may 2 lie, even 
when your words are 2 true, if 
you use them in such a Vay, 
as to 2 make him who hears 
2 take them up in a wrong sense. 

LESSON 144. LESSON 143. 

Thus, if I 2 ask you if you 
have not done a 2 thing, which 
1 2 bade you do; and if you then 
2 tell me, " Oh, it was done an 
hour ago/' and thus 2 make me 
2 think that it was you who did 
it, while in 2 truth it was done 
by some 2 one else ; this tends to 
de'ceive, and is 2 quite as bad as 
any 2 other lie. 



rights ? 
knows ? 
signer ? 
War ? 
truer ? 
ways? 
makes ? 
takes ? 



asks? 
things ? 
bade ? 
tells? 
makes ? 
thinks? 
truths ? 
ones? 
quite ? 
others ? 



40 VARIOUS SOUNDS OF ED CONTRASTED. 


FINAL UNACCENTED SYLLABLES.* 


LESSON 146. 


LESSON 147. 


LESSON 148. 


LESSON 149. 


Framed 


Traced 


ed 

Plated 


Gladden 


traced 


wiped 


minded 


madden 


forged 


hoped 


folded 


hidden 


robed 


sloped 


posted 


burden 


fused 


duped 


fluted 


often 


fanned 


lashed 


added 


soften 


begged 


pressed 


blessed 


bitten 


dimmed 


missed 


winged 


kitten 


wronged 


tossed 


knotted 


smitten 


stunned 


nursed 


studded 


written 


blabbed 


patched 


landed 


gotten 


edged 


fetched 


tended 


rotten 


thrilled 


pitched 


stinted 


sicken 


robbed 


dropped 


blotted 


silken 


marred 


marked 


carded 


oven 


warned 


walked 


warded 


cozen 


formed 


scorched 


snorted 


dozen 


gained 


scraped 


braided 


waken 


fawned 


forked 


vaulted 


golden 


* E is suppressed in the verbal termination ed, 


except when the 


verb ends in t 


or d. The d also often passes into i 


. The participal 


adjectives blessed, cursed, winged, 


ought always to be pronounced in 


two syllables. 


E is generally suppressed in the termination en. unless 


when preceded by I, m, n or r. Let the pupil write 


the primitive of 


each word in Lessons 146, 147, 148 


and 149. 





THE SOUND OF PH. ILLUSTRATED. 



41 




LESSON 150* 



Phrase Sphere 
pAeas'ant cam'pAor 
pam'^Alet or^Aan 
cipher phytic 
tro'phy ep i taph' 
eu'phony aVp/ia'bet 
sophist seraph 

LESSON 

lymph lym^Aatic 
phce'riYK phren'sy 
prqpA'et pro phet'ic 
tn'umph trium'jpAant 
_pAan'tom ^Ay'sician 
tel'egrapA jpAa'lanx 
_pAa3'ton jpAo'netic 



Pffll/A DEl/PHIA 

phi lan'thro py 
phys i ol'o gy 
jpAys i og'no my 
at mos pher'i cal 
\\y dro phdhi a 
lex i cog'ra pAer 



151. 



phi lo sqp7fc'i cal 
phra se ol'o gy 
par a jpAer'na lia 
typ o graphic 
bi og / ra jpAer 
met a jpAhys'ie 
or thog'ra _pAy 



* Ph always lias the sound of / except in Stephen where it has the 
i sound of v. If the pupils are backward these lessons may be omitted. 



42 



THE SOUND OF CH. ILLUSTRATED. 




LESSON 152.* 



EcA'o 

e'ipoch 

cho'rus 

cAi'an 

c7iem f ist 

chhal dee 

Archives 

an'cAor 

school 

loch 

chyme 

chyle 

Ache 
chasm, 
chord 
choVer 
cho f ral 
cho* roid 



Cat'e chism 
cham f o mile 
cat'e cAist 
cat'e chise 
char f ac ter 
bac cha, nal 



Harp'si chord 
eu c/ia'rist 
HiacA'i nate 
or'cAes tre 
pa'tri arch 
sac'cAa rine 



LESSON 153 



Ar f chi type 
an'ar c^y 
aYchy my 
te'trarcA 
tro'cAee 
sc/ioo' ner 



Ar f chi tect 
c/d'me ra 
cAa'me lion 
chalot ic 
me c/ian'ic 
scAol/ar 



LESSON 154. 



Stom'acA 
c7ior'is ter 
mas'ticA 
mon / arch 
arWd trave 
bmch' i al 



ChdJlyb eate 
mel'an cAol ly 
ol'i gar chy 
syn'ec docAe 
scho'las tic 
lacA ry mal 



* Ch has the sound of 7c before a vowel, or at the end of a syllable. 
Ch retains its original sound of sh in all words derived from the French 
language. 





WORDS OF THREE LETTERS. 


43 | 




PART 


/^^^0^- 


|k, ? 


I I. 






LESSON 1,* 




0U&. 


*J4 it a £/&od ct 


a0>en?„ 


" e^ W>li 




c/oa 4ee it it a &e?i. 
<J4 tde fCu in tde net' f 


0B ae. 

w at. 


form. 


tJYo y it id in 
J^4 me vua in 
*J)fo / it i4 in 


me fean. 

me vua f 
me vat. 


Q) ' oe. 
S ye* 


J>onn. 


3? ox. 


LESSON 

iSp&mw. Jr4 tne 46u m 
*-smaA. tSYo / it &4 in 


2 * 

\ tne tea P 


& oat. 


> tne fete. 


a& at. 


tSwtmu* Jfa tne ntcv in me vut ? 
*-7Mcm. c/e4/ it m a vaa tov* 


Jf nn* 

<=£ &ne* 


^/mazu. Qz)id J&v cut ni4 via tiftt 
<~fatan. 6te4/ it wa4 an odd \vau 


* Let the pupils read these Lessons as dialogues, and spell every 
word. What is the difference between the meaning of fob and Job t 1 

Hi ;=J 



44 



WORDS OF THREE LETTERS. 




LESSON 7. 



WWK 



lonn. 



to fin. 
onn. 



■tza. 
nn. 



Uza. 
z.A>n 



?nn. 



mi. 



1/4 Jne /ad on tde naa f t/ywan* 
c/e4/ Jf 4ee ne m. tSr et. 

*J4 <tne tee/ tn tne net ? £/ Wf 
Une eev m in tne tav. & in. 
<J& tne com in tne feen f <&aazt. 
«-/ daw net en 4ne 4ea . *y& ce. 

LESSON 8. 

Jf4 tne nen $n tne mud f £r un. 

<y jaw net en tne nau^ *J oft. 

*S4 tne cit en 4ne fead ? ty® ^n. 

tyre; it it en tne tua. ^c/ane. 

Q$id de eat tne netv no ft, f frctp 

*Jyo / it id- on me zed. cad ox. 

J /r a4 tne oaz tn me /aw f ty ofee. 

e fitct it on tne nay. <=Jbev'ia 



A DIALOGUE. 45 




? 



LESSON 5* 



a&ozatw. /fnat do you dee witn f 

^/Javtd. /r tin my eyed. 

a&czatto. rrnat do wow neaz witn f 

^/Javid. /fun my eatd. 

&&otafoo. /fnat do you <taw, wttn ? 

^z)avid. rfun mu tcnaue f 



LESSON 6. 



Unontad. /fnat do you drniew wtm f 

*y&ndeuL. ff tin my node . 

U nomad, /fndt do you, tvam, witn f: 

tSundzew. /fifn my 4eei % 

O nomad. rrnat do yew feet w&Jn f 

zSbndtetv. /fun my nandd. 

U nomad, rr not do you frtay wttn, f 

tS&ndzetv. /run my Aite. 

* These Lessons should be read as dialogues, and every word spelled. 



48 



WORDS OF OPPOSITE MEANING. 



? 




? 



^w\KwtiiniiniiuiimiiminimiinminmiminnimiunuiniiimiiMniBiiiunianimniiB 



LESSON 8. 

tJVetv 
&ooct 



*>&on> 



ctLCUA 






tftte- 



LESSON 10. 

WM4e 



sr* 



now 






LESSON 7 

a&oi to, 

iJViadt J /r zona 
ten 00% 

Uame 
c/ot 

-ESi 

t-7eut 



ounq 
;ON 9. 



Jftfi 



a/ze 



RULES FOR SPELLING APPLIED. 47 

LESSON 11* 

^Sa ft hB ft -H^ ft © ft 

Ig^a Ji& ?i|| £i© 

^2^1 II . ft Q o fS-go 

SHipJP^^f "Pegged Pegging Pegger 
blot jpZa£ plat'fecZ plat'foV^ plat'fcr 
fan cZrop dropped! drop'jpm^ drop'_pe?' 
brag ^Z^</ plug'g^cZ 'plugging phigger 
chat jprqp prop^ecZ propjpmgr propter 
chop s^eS shed'cZ<%Z sheading shed f <Zer 
clog skin skin* ned skin* ning skin'ner 
club skip skipped skipping skipper 

LESSON 12.* 

drag <s?am slam'mecZ sl&m! ming slam'wier 

rot sZo£> slapped sleeping slap'per 

fret slip slip'ped slip'ping slip'per 

grub snap m&p'ped m&p'ping snap'jper 

rob ^Zem planned p\&n!ning plsnfner 

drum, sin sinlned mining sm!ner 

plot sna*/ magged snagging snigger 

stop mop mop'pecZ mop' ping mop'per 

* Rule. — Words which have the last syllable accented, and end 
with a single consonant preceded by a single vowel, on receiving any 
augment or syllable beginning with a vowel double the final conso- 
nant on receiving the augment or syllable. Home- exercise to be 
written — " We shipped the beggar. They blotted the plan, &c." 

f It is intended for the teacher to give out peg. The first pupil 
spells pegged, the second pegging, the third pegger, the fourth then 
spells peg. 

% When the teacher pronounces ship, the first word to spell is ship- 
ped, second shipping, third shipper, fourth ship. Hence it appears 
that when the teacher pronounces one word four words are to be 
spelled by the pupils. This plan keeps the pupils constantly on the 
look out, and makes the spelling lesson as interesting and exciting as 
play. 



48 


RULES FOR SPELLING APPLIED. 


? - 


lIHl^ 




TH ? 




JIKL 


£H ^_-_ 1 _ == ^ ? ^-_r; 


§ i^ 




LESSON 13* 






3d pupil 

spells, 
eaeher pro- 
nounces. 


8*5 a 

3 2 


2d pupil 

spells. 

oniinues to 

Control 




H 


Q 


O 


Ke cur'f Control 1 Controlled Con troYling 


de coy' 


de mur 1 


de mur'red 


de mw'ring 


pa trol' 


re gret f 


re greeted 


re greeting 


tre pan' 


a bet' 


a bet'ted 


a bet'ting 


ad mit' 


an nuV 


an mxYled 


an nuYling 


a ver' 


be dim! 


be dim'med be dmYming 


com mit' 


com pel! 


com peYled 


com peYling 


con cur' 


con fer f 


con fer'red 


con fer'ring 




LESSON 14.* 




De bar' 


De fer* 


De fer'red 


De fer'ring 


de ter' 


dis pel 1 


dis peYled 


dis ipeYling 


dis til' 


e mit ! 


e mit' ted 


e minting 


ex eel/ 


ex pel' 


ex peYled 


ex peYling 


ex tor 1 


im pel 1 


im peYled 


im ipeYling 


in cur' 


in fer 9 


in feared 


in fer'ring 


in stil' 


in ter 1 


in leered 


in tearing 


oc cur' 


o mit' 


o mit'ted 


o minting 


re mit' 


re pel! 


re ipeYled 


re ipeYling 


* See the rule for spelling 


at the bottom of the 47th page. 


f When recur is giren out let the first pupil spell recurred, second 


recurring, and the third recur. See the Introduction 3d page. 



RULES 


FOR SPELLING APPLIED. 


49 




LESSON 15.* 




Teacher 

pronounces. 

4th pupil 

spells. 


1st pupil 
spells. 
Did 
bank. 

2d pupil 

spells. 

Continues 

to bank. 


3d pupil 
spells. 
Does 
bank.f 


Band! Bank 


Bank'eeZ Bank'm^ 


Banks 


barb bark 


bark'ec? b&rk f ing 


barks 


belt bend 


bend'e^ bend'mcr 


bends 


bolt hump bump'e^ bump'm^ 


bumps 


block burn 


burned hum! ing 


burns 


camp card 


cardW card'm*/ 


cards 


shell curb 


curbW curVing 


curbs 


crumb dock 


dockW dock'm*/ 

LESSON 16* 


docks 


Farm Ford 


Ford'ecZ Ford'm*/ 


Fords 


help herd 


herd'ecZ herd'm*/ 


herds 


hint nick 


mck'ed nick 1 ing 


nicks 


husk jerk 


jerkW jerk'm^ 


jerks 


lift ?ar<i 


lardW lard'm*/ 


lards 


land puff 


puffed ^uWing 


puffs 


lath Zm& 


lmk f ed linking 


links- 


paftn ^a^^ 


pant'ecZ pant'm<7 


pants 


* Words ending with two consonants remains unaltered upon assum- 


ing any additional augment or syllable, except words 


in double 11, 


which usually drop one I before taking a syllable beginning with a 


consonant. Er added to words means did. Inq means continues to. 


f Or more than one 


s is always the sign of the plural form of the 


noun, or the singular 


form of the verb. 




X After spelling the words in italics, the next column 


may be given 


out in the same way, t 


he 1st pupil will spell banded, the 2d bandwitf, 


the 3d bands, and the 4th band. 





50 RULES FOR SPELLING & DEFINING APPLIED. 








LESSON 


17 * 




Faint 


Mild 


Milder 


Milder 


Mildnessf 


old 


dark 


darker 


darkest 


darkness 


apt 


lank 


lanker 


lankes£ 


lankness 


damp 


fond 


fonder 


fondest 


fondness 


quaint 


kind 


kinder 


kindest 


kindness 


bold 


hard 


harder 


hardest 


hardness 


sharp 


rank 


ranker 


ranked 


rankness 


black 


soft 


softer 

LESSON 


softest 

18 * 


softness 


Soft 


Sound 


Sounder 


Soundest Soundness 


numb 


light 


lighter 


lighted 


lightness 


slight 


high 


higher 


highest 


highness 


blind 


cold 


colder 


coldest 


coldness 


gross 


harsh 


harsher 


harshesf 


harshness 


smart 


frank 


franker 


frankest 


frankness 


slack 


fresh 


fresher 


freshed 


freshness 


prompt Hunt 


blunter 


bluntest 


bluntness 


rich 


sick 


sicker 


sickest 


sickness 



* See the rule for spelling at the hottom of page 46. In the same 
way when the teacher pronounces faint the first pupil spells fainter, 
the second faintest, the third faintwess, and the fourth faint. 

Definitions applied — [home lessons] — The man was faint but mild. 
James saw the old dark crow, &c. 

|The pupil may also spell the adverbs which are formed from the 
adjectives on this page by adding ly. 



RULES 



FOR SPELLING APPLIED. 51 




LESSON 19* 



IS 



Beam 

bump 

bung 

cuff 

card 

coat 

seed 

part 

talk 

reel 

root 

roll 

need 

walk 

yell 

toil 



* 8 



Hook 

camp 

barn 

pick 

heap 

coil 

heat 

leap 

suit 

sign 

roar 

rock 

want 

tvish 

yawn 

seat 



Hook'ecZ 

camp'ecZ 

burn'e^Z 

prick'ecZ 

heap'ecZ 

coiYed 

heatW 

leap'oZ 

LESSON 

suit'eeZ 

signW 

roarW 

rock'ecZ 

want'ecZ 

wisWed 

yawn'etZ 

seat'ecZ 



Hook'ing 

camp'm^ 

burn' in g 

ipvickting 

he&ip'ing 

coiYing 

he&Ving 

le&]) f i?ig 

2 * 

suit' mg 

sigiYing 

rowing 

rock! ing 

mantling 

wj&h'ing 

yawn! ing 

matting 



Hooks- 
camps 
burns 
picks 
heaps 
coils 
heats 
leaps 

suits 

signs 

roars 

rocks 

wants 

wishes 

yawns 

seats 



* Rule. — If the final consonant is not preceeded by a single vowel, or 
if the last syllable be not accented, the consonant is not doubled when 
a syllable is added. 

f "When the teacher gives out beam, the 1st pupil spells beamed, the 
2d beaming, the 3d beams, and the 4th beam, and so on down the 
column and through the class. Home-exercise, the Cow hooked the 
Sheep. For the meaning of ed and ing when added to words see notes 
page 55. 



52 



RULES FOR SPELLING APPLIED. 










LESSON 


21.* 






W5 

2 a 




s 

£<** ftoa 


P <*3 ftDQ 




3| 

5 


2 ?S 
« ft o 

ft 


fl O ft © 


The one 

paces 

3dpu 

spell 


Pastef 


Pave 


Pav'eeZ 


Pa'vmgr 


Pav'er 


scrape 


shoe 


shoW 


sho'm*/ 


sho'er 


snore 


skate 


skatW 


skated*/ 


skater 


hire 


hoe 


ho'ed 


hoe'mgr 


ho'er 


dine 


bake 


hak'ed 


bake'm*/ 


bak'er 


gaze 


hate 


h&t'ed 


hatem*/ 


hat'er 


force 


lodge 


lodged 


lodge'ing 


lodger j 


serve 


praise 


prais'e^ 


prais'm^ prais'er 1 






LESSON 


22. 


i 


prove 


trade 


tr&d'ed 


trad'm*/ 


trader ; 


snore 


ride 


ruYed 


rule'm*/ 


rul'er 


use 


tune 


turned 


tune'm^ 


tun'er 


live 


sue 


su'ed 


sue'ing 


SU'er 


judge 


cage 


c&g'ed 


cage'm^ 


cag'er 


cure 


file 


&Yed 


file'm^ 


fil'er 


hone 


pace 


pac'oZ 


pacem<7 


pac'er 


rake 


race 


r &c f ed 


r&ce'ing 


rac'er 



* When any augment or syllable, beginning with a vowel, is added to 
a word ending with e, the final c is omitted. 

f When the teacher pronounces paste, the 1st, pupil spells pasted, the 
2d pasting, the 3d paster, and the 4th paste. Home-exercise, the paver 
I the street, &c. 



RULES FOR SPELLING AND DEFINING, &C. 53 








m 

ei o 

^8 


LESSON 23.* 

P»g 

, OS O 


P- »• 


Guile 


Pi 

Shame 


Shame'/t^f Shame7^5j 


care 


peace 


peace/i^ 


peace'fess 


change 


grace 


grace'/ii? 


grace'Zess 


hate 


waste 


waste'/wZ 


waste'Zess 


hope 


use 


use'/^Z 


use'Zess 


tune 


verge 


verge(/kZ 


verge7e-ss 


spite 


wake 


vr&ke'fid 

LESSON 24* 


wake'less 


Pale 


Rude 


Gerttle 


Gen tle'wess§ 


base 


same 


nim'hle 


nim bleWss 


bare 


scarce 


pcllite 


po lite' nes8 


course 


hoarse 


pen'sive 


pen sive'/aess 


fierce 


ripe 


perverse 


per verse' ness 


like 


sparse 


mdrose 


mo rose' ness 


tierce 


chaste 


no'hle 


no bleWss 


blithe 


large 


obscure 


ob scare' ness 



* "When an augment or syllable "beginning with a consonant is added 
to a word ending with e, the final e is usually retained. 

f The syllable fid adds its own meaning to the words to which it is 
joined, as shame/wZ, full of shame ; careful, full of care, &c. 

% Less added to a word means the same as not, or without, as shame- 
less, without shame; careless, without care, &c. 

£. JXess added to a word means quality, or state of being, or that which, 
as gentleness, state of being gentle, or that which is gentle. Rudeness, 
that which is rude, &c. Home-exercise, the shameless fellow led a life 
of guile and misery, &c. His great care was to live in peace. 



54 



RULES FOR SPELLING APPLIED. 







LESSON 25* 






Teacher pronounces. 


1st Pupil 




2d Pupil spells. 


spells. 


Ar'te ryf 


Ar'mo ry 


Ar'mo ries 


as'sem bly 


bal/co ny 


bal/co nies 


bat'ter y 


bur'gla ry 


burrgla ries 


cal'um ny 


cav'i ty 


cav'i ties 


char'i ty 


cour'te sy 


course sies 


de'i ty 


di/a ry 


di'a ries 


dig'ni ty 


ef 'fi gy 


ef'fi gies 


en'e my 


fac'to ry 


fac'to ries 


fam'i ly 


fac'ul ty 

LESSON 26. 


fac'ul ties 


Fel'o ny 


Flat'ter y 


Flatter ies 


founder y 


for'ger y 


for'ger ies 


gal'ler y 


fruitier y 


fruit'er ies 


glos'sa ry 


gran' a ry 


gran'a ries 


his'to ry 


in'ju ry 


in'ju ries 


e/eal'ous y 


li'bra ry 


li'bra ries 


leg' a cy 


lib'er ty 


lib'er ties 


lot'ter y 


lux'u ry 


lux'u ries 


qual'i ty 


van'i ty 


van'i ties 



* Rule. — Words ending with y preceded by a consonant change y into 
i before taking an additional syllable, except when the addition is ing, 
ist, s, and y preceded by a vowel are not changed. 

f When the teacher pronounces Artery, the 1st pupil will spell 
arteries, the 2d artery. Home-exercise, Armories' are closed in time of 
peace, and so on. 



RULES FOR SPELLING APPLIED. 55 




LESSON 32.* 




14 

H a 


1st 
pupil 

spells. 

2d 
pupil 
spells. 


^3 ftS 


Ob'eys§ 

parry 

shel'ter 


Mind Mind'eeZf 
fend ien&ed 
screen screenW 


MindmgX 

fend'ing 

screeriing 


rid'dle 


rend rendW 


vend'ing 


strug gle stroll strollW 


stxoll'ing 


scatter 


strew strewW 


streWing 


scam'pei 
stagger 


LESSON 33. 

* de pari de part'ecZ 
reel reel^cZ 


de -p&vt'ing 
reel' ing 


shadow 


cloud eloud'ee? 


eloud'ing 


survey 
ut'ter 


view viewed 
talk t%Xk!ed 


viewing 
teSk!ing 


avow 


aivn own'ecZ 


own'ing 


fil'ter 


LESSON 34.J} 

strain strainW 


straining 


en'tomb 


iriter in'terr ed 


inter ing 


fur'nish 
mar'vel 


e'quipt e'quipp ed 
ivoriders won'der ed 


e'quipp ing 
I won'der ing 


re'bel 


revolt re Volt ed 


re'volt ing 


abet 


assist as'sist ed 


as'sist ing 


* See rule for spelling bottom of the 51st page. 

f Ed added to a word usually means did, as minded, did mind. 

X Ing added to a word usually means continues to, as mindm^, con- 
tinues to mind. 

\ The 4th pupil spells obey, the 5th obeyed, the 6th obeying. 

Encourage the pupils to add other augments or syllables, as minds, 
mindfid, obeys, obeyer, and so on with each word in the two left hand 
columns. Home exercise, the horses mind the boy while he obeys his 
parents, and so on with each word. 

|| See rules for spelling on 47th page. 



56 RULES FOR SPELLING AND DEFINING, &C. 




Bask 

Calm 

Champ 

Ask 

Daub 

Earn 



Warm 

Still 

Chew 

Talk 

Smear 

Gain 



LESSON 

Warmed 

Stilled 

Chewed 

Talked 

Smeared 

Gained 

LESSON 



Flout 


Flirt 


Flirted 


Glow 


Flush 


Flushed 


Guard 


Watch 


"Watched 


Grope 


Feel 


Feeled 


Ooze 


Flow 


Flowed 


Adorn 


Grace 


Graced 

LESSON 


Ap'pal 


Fright 


Frighted 


Berate 


Scold 


Scolded 


Banquet Feast 


Feasted 


Escort 


Guard 


Guarded 


Fa'vor 


Aid 


Aided 


Pick 


Cull 


Culled 


La'ther 


Foam 


Foamed 



2 9* 

"Warmmgf 

Stillm<7 

Chewing 

Talking 

Smearing 

Gaining 

3 0. 

Flirty 

Flushm^ 

Watching 

Feeling 

Flowm# 

Gifting 

31. 

Frighting 

Scoldm^r 

Feastm^ 

Guarding 

Aiding 

Cullm^r 

Foaming 



Warms 

Stills , 

Chews 

Talks 

Smears 

Gains 

Flirts 

Flushs 

Watchs 

Feels 

Flows 

Graces 

Frights 

Scolds 

Feasts 

Guards 

Aids 

Culls 

Foams 



* See the rule for spelling at the bottom of the 51st page. 

f The fifth pupil pronounces and spells Bask, the word pronounced 
by the Teacher, the sixth pupil Basked, the seventh pupil B&sking, the 
eighth pupil Basks ; hence when the teacher pronounces a word the 
first scholar spells its synonym, or word conveying a similar idea, which 
is printed in italics, the derivatives thereof, then the fifth pupil pro- 
nounces and spells the primitive word Bask, pronounced by the 
teacher, and the sixth, seventh, and eighth spell its derivatives, 
Basked, Basking, and Basks. The teacher, by giving out one word, 
causes eight words to be spelled by the class. Home-exercise, He was 
Basking in the sun while they were warming by the fire. It will be 
well for the pupil at each lesson to tell the difference in meaning be- 
tween some of the words in the same line in the two left hand columns. 



RULES FOR SPELLING APPLIED. 



57 




LESSON 2 7.* 



Ph & S 
" . o P 

(O ©rl O 

02 ft 

Air 

Blind 

Color 

Dread 

End 

Fear 

Act 

Help 

Aim 

Cook 

Crown 

Brush 



■eg 

Aired 

blinded 

colored 

dreaded 

endecZ 

feared 



ftd d 

d C<*Z 
Pn53 ~ 

d d 



ft^ 



ft 
Airs 

blinds 

colors 

dreads 

ends 

fears 

LESSON 28. 

Acted Acting Acts 

helped helping helps 

aimec? aimm^ aims 

cookec? cookm^ cooks 



Airing 

blinding 

coloring 

dreading 

ending 

fearing 



d S » 

Ph ft'2 

.d * 
53 © o 

Airer 

blinder 

colorer 

dreader 

ender 

fearer 



or © 

Airless 

blindness 

colorless 

dread/ess 

endless 

fear/ess 



Acter Actress 

helper helpless 

aimer aimless 

cooker cook^ess 

crowned crowning crowns crowner erownfess 

brushed brushm^ brushes brusher brushZess 



* See the rule for spelling, bottom of page 51. 

f The &c, means that each word in the left hand column is used in 
the same way as air. Thus, did blind, continues to blind, does blind. 
The person who, or the thing which blinds, and so on. Home-exercise, 
we aired the house, so on with each word. 

% Or more than one. § Or the thing which. || Or is not. 



58 RULES FOR SPELLING AND DEFINING APPLIED. 




Teacher 
pronounces. 

Ar'ray 

proclaim 

es'teem 

fath'om 

an'chor 

a'bridge 

Bal'last 
barrel 
can/eel 
co quet' 
de spond' 
harvest 

Pro claim' 

mur'der 

ran'som 

clinch 

tam'per 

mar'shall 



LESSON 

1st pupil 

spells. 

Dress 
publish 
hon'or 
sound 



35.* 

2d pupil 
spells. 



DressecZf 
published! 
hon'ored 
sounded 
moor moored 

short' en short' ened 

LESSON 3 6. 

Stead'y Stead'y^ 

cask casket 

de'stroy de'stroyec? 

jilt jilted 

de spair f de spairec? 

reap reaped 

LESSON 37. 

Her* aid Her'aldec? 



hill 

re'deem 

riv'et 

tempt 

ar'ray 



killed 
re'deemecZ 
riVeted! 
tempts 
ar r&yed 



3d pupil 
spells . 

Dressm^f 

publishing 

hon'orm^ 

sounding 

moorm^ 

short/enm$r 

Stead'ym^r 

caskm# 

de strojing 

jilting 

de spairiwgr' 

reapm^ 

Her'aldm^ 

killing 

re'&eeming 

riv'eting 

tempting 

sly r&jing 



* See Rule for spelling at the bottom of the 5lst page. 
f For the meaning of ed and ing see the notes at the bottom of the 
56th page. 
Home-exercise. The dress was fine and the array rery imposing. 



RULES FOR SPELLING & DEFINING APPLIED. 59 








aty* 


? 


^^^^ 




ss^ ? 




^^Q^^-^^^ 


<- ~\3%J 




LESSON 38* 




Teacher 


1st pupil 


2d pupil 


3d pupil 


pronounces. 


spells. 


spells. 


spells. 


Goad 


Prick 


PrickecZ 


Prickm<7 


lean 


stoop 


stooped 


stooping 


fold 


plait 


plaited 


plaiting 


whoop 


shout 


shoutecZ 


shouting 


toil 


work 


worked 


working 


leap 


jump 


jumped 


jumping 




LES 




Fasten 


Lock 


Locked 


booking 


twirl 


whirl 


whirled 


whirling 


screech 


scream 


screamed 


screaming 


pant 


V u ff 


-puffed 


puffing 


peel 


rhind 


rhinded 


rhiuddng 


call 


term 


termed 


terming 




LES 




Guard 


Ward 


Warded 


Wardm*/ 


gath'er 


glean 


gleaned 


gleaning 


speck 


stain 


stained 


staining 


project 


watch 


watched 


watching 


stand 


rest 


rested 


resting 


di'rect 


steer 


steered 


steering 


* See the rule for spelling at the bottom of 51st 


page. 


Home exercise. John pricked the rabbit with the ox goad, and so [ 


on, using each word. 




! 



60 RULES FOR SPELLING & DEFINING APPLIED. 




LESSON 41.* 




TO 

Si 


%-so 

ft a> 

TO W 

r-l 


T3 n* S< 


Continues 

to blaze. 

3d pupil 

spells. 


Flame 


Blaze 


Blazed 


Blazing 


cease 


pause 


paused 


pausing 


loathe 


hate 


hated 


hating 


cleanse 


purge 


purged 


-purging 


tire 


jade 


jaded 


jading 


quote 


cite 


sited 


citing 




LESSON 42. 




Wage 


Stake 


Staked 


Staking 


a wake' 


ruse 


rused 


rxxsing 


pasture 


graze 


grazed 


grazing 


schedule 


inlvoice 


in voiced 


in voicing 


mortgage 


pledge 


pledged 


pledging 


hedge 


fence 


fenced 


fencing 




LESSON 43. 




Tinge 


Bye 


Dyed 


Dyeing 


stare 


gaze 


gazed 


gazing 


re buke' 


blame 


blamed 


blaming 


bal'ance 


poise 


poised 


poising 


as suage' 


ease 


eased 


easing 


com'bine 


u nite r 


u nited 


u niting 


fa tigue' 


tire 


tired 


tiring 


* See the rale for spelling at the bottom of page 52. 


f The fourth pupil spells the word pronounced by the teacher, and 


then the word in 


its various tenses. 





RULES FOR SPELLING APPLIED. 



61 



LESSON 44.* 



III 

-^ H O 
^ ft 



Opaque' 

base 

large 

verbose 

de'mure 

re'mote 

Late 

lame 

pc/lite 

close 

coarse 

rude 

Waste 

wake 

peace 

shame 

bate 

hope 




OVscure 

vile 

wide 

diffuse 

pen'sive 

lone 

Pale 

tame 

light 

prone 

hoarse 

crude 

L 

Care 

hate 

grate 

grace 

awe 

tune 



Ob'scurewm* Ob'seureZ^ 
vileZy 
wideZy 
diffuse% 
pen'siveZy 
loneZy 

PaleZ?/§ 

tameZy 

light ly 

proneZy 

hoarseZy 

crudeZy 

Care'fuLnmJ 

hate'fabim 

grate'fuWss 

grace'fubiess 

awe'fulwm 

tune'fulw^ss 



vilewm 

widewess 

diffusewess 

pen'sivewess 

lonewm 

ESSON 4 5. f 

Palewmj 

tameless 

light?i£ss 

pronewm 

hoarsewm 

crudewm 

ESSON 46. 

Care/^ZJ 

hatej%Z 

grate/W 

grace/wZ 

awe/wZ 

tuneful 



* See the rule for spelling at the bottom of the 53d page. This lesson 
contains words which are nearly alike in meaning, i. e. opaque is de- 
fined by obscure, base, vile and so on. 

f This lesson illustrates the similarity of the vowel sounds. 

§ Ly added to words means like ; in a manner ; resembling. 

| For the meaning of ful and ness, when added to words, see the 
53d page. 

Home-lesson. The subject was obscurely illustrated owing to the 
opaqueness of the body. 



62 DEFINITIONS OF WORDS ILLUSTRATED. 




LESSON 47* 




Bleak 


Coldf Cold'ness 


Col<% 


faint 


weak weak'ness 


weak% 


just 


right right' ness 


rightly 


brief 


short short'ness 


shortly 


keen 


sharp sharpness 


sharp'??/ 


tart 


sour sour r 7iess 

LESSON 48. 


sour'ly 


Lim'pid 


Clear Clearness 


Clear'??/ 


silent 


sad softness 


sad7?/ 


rap'id 


sioift swiftness 


swifts?/ 


rug'ged 


rough rough'ness 


rough7?/ 


skittish 


shy shyness 


shyly 


val'id 


sound soundness 

LESSON 49. 


sound'??/ 


Sa'ered 


Good Good'ness 


Good'ly 


ab'surd 


fooUish fool'ish ness 


fool'ish ly 


hein'ous 


o'dious o'dious ness 


o'dious ly 


quiet 


calm enhxrness 


c&lm'ly 


short 


cross crossness 


cross7?/ 


ver'dent 


green greenness 


greenly 


* See rules for spelling at the bottom of the 51st 


page. What does 


ness added to words mean? See note bottom of the 53d page. What 


does ly added to words mean ? See note at the bottom of the 61st page. 


Home lesson we 


i suffered much from the cold owir 


g to the bleakness 


of our position. 


His weakness was so great that he could only speak 


faintly. 






f The first pupil spells and defines cold, second coldness, third coldly. 


The fourth pupil spells bleak and if advanced, gi"\ 


T es an original de- 


finition, or if not, its meaning, cold. If the pupils are not advanced 


the one that spells cold will give the meaning, bleak. 


The teacher will 


of course simplify and explain the meaning of those words in case they 


are not understood. The fifth pupil spells and defines bleakness and 


the 6th bleakly. 







DEFINITION OF WORDS ILLUSTRATED. 63 


? 


LESSON 50.* 


m ? 


Die tate'f Cre ate' Ore ator|| 
di late' nar rate' nar rator 


Cre &tion% 
nar ration 


tend§ 


ag gress' ag gressor 


ag gression 


at tract 


in spect' in spector 


in sipection 


pro fess' 
col lect' 


op press' op pressor 
de tract' de tractor 

LESSON 5 1. 


op gression 
de traction 


Di rect' 


Pro tect' Pro tector 


Pro tection 


pos sess' 


assess' assessor 


as session- 


re mit§ 


con duct' con ductor 


con Auction 


re deem § 


in struct' in structor 


in strnction 


object' 


cul'ti yate cul ti vator 


cul ti Nation 


sue cess' 


spec'u late spec ulator 

LESSON 52. 


spec u l&tion 


pre tend 


Ded' icate Ded i cator 


Ded i cation 


de tect 


trans late' trans lator 


trans l&tion 


de'vi ate 


ed'it editor 


eAition 


move§ 


moderate moderator 


mod er &tion 


des'o late 


vi'o late' vi o lator 


vi o l&tion 


ra di ate 


de vise de visor 


di vision 


* See rule for spelling at the bottom of the 52d page. 
f See rule for spelling at the bottom of the 51st page. 
t Ion added to a word means the act of; the thing which, or the thing 
itself. 

|'j Or added to a word means one who; one that, or a person. 
\ The nouns derived from these words encPin er. 
Home-exercise. Those can dictate who cannot create, and so on. 



64 DIALOGUES ILLUSTRATING DEFINITIONS. 


LESSON 54* 


LESSON 53* 


Men?* TaW 


Cats ? Mevt 


birds ? war'ble ] 


bears? groivP 


sheep ? bleat 


lions ? roar" 


dogs ? barV) 


snakes ? hiss^ 


cows ? Ioid^ 


pigs ? squeak 


hens ? cackle" 


crows ? cau) 


LESSON 56* 


LESSON 55* 


Horses ? Neigh) 


Bees ? Buzz) 


flies ? buzz" 


chil'dren ? play"" 


geese ? squaffl 


ducks ? quack) 


mon'keys ? chattel 


roos'ters? craw" 


wolves ? ImioX) 


hens ? cackle" 


ea'gles ? scream) 


tur'keys? gobble"" 


swallows? twitted 


frogs ? croak"" 


LESSON 58* 


LESSON 5 7.f 


Chains ? Clank"" 


Wool? Yam y 


bells ? jingle"" 


yarn ? cloth) 


storms ? roar x 


quills ? pens' 


winds ? whistle^ 


flour ? bread) 


stars ? twinkle" 


horns ? combs" 


fires ? burn) 


skins ? leather"" 


carts ? rattle" 


feathers ? pillows^ 


* This lesson is read as follows : — 


The interrogation point after each 


word in the first column asks the ( 


question, What do men do? What 


do birds do ? and so on through each lesson to the bottom of the page, 


and down the third column to frogs. 


f What is made of wool ? and so on down the column. For a home- 


exercise let the pupil write the singular of each word in the first 


column and its appropriate article with a singular verb. Show him 


that s makes the actor or noun pi 


ural. Also that on the contrary s 


make a verb singular. I^et the pupil also write in the same way each 


word in the second colunm. 





DIALOGUES ILLUSTRATING DEFINITIONS. 65 


LESSON 60^ 

Study ?f Boohs 


i 

LESSON 5 9. 

Beef? * Cattle 


write ? pens 
shoot ? </tms 


mutton? sheep 
venison ? deer 


cut ? knives 


veal? calf 


dig ? spades 
chop ? axes 

LESSON 62. 

Ride ? § Horses 


pork ? hog 

LESSON 61. 

Bread ? t Flour 


slide ? s?6cfe 


butter ? cream 


scate ? scates 


cheese ? milk 


sleep ? Z>e& 


toast ? bread 


walk ? ground 
play ? pi'an'nos 

L E S SO N 64.' | 

School ? ^[ Learn 


wine ? grapes 
cider ? apples 

LESSON 63 . 

Men? || Houses 


field ? wor& 


cattle ? fields 


church ? wor'ship 


wolves ? dens 


store ? fo^ 


dogs ? ken'nels 


mother ? ad 1 vice 


bees ? swarms 


father ? coun'sel 


fishes ? water 


* This point ?, in this lesson asks the question, what is beef 1 Asa 
answers, &ee/is the flesh of cattle ; mutton is the flesh of sheep. 

f This point ?, in this lesson asks the question, what do we study 
with ? and so on. Jane answers, we study with books ; we write with 
pens, and so on with each word. 

| This point ?, in this lesson means, what is bread made of. Asa an- 
swers, bread is made of flour, and so on with each word. 

£ This point ?, means in this lesson, what do we ride on. Jane an- 
swers, we ride on horses, and so on with each word. 

1 This point ?, in this lesson asks, what do men live in? Asa an- 
swers, men live in houses, and so on with each word. 

ft This point ?, in this lesson asks, what do we go tc school for? 
Jane answers, we go to school to learn, and so on with each word. 



66 DEFINITIONS ILLUSTRATED 


i 




LESSON 65.* 




02 

Blunt 


"ft 02 

ft o 

OQ °2 

Dull 


ft 02 

ft o 

^3 OQ 

DullerJ 


CO 

Dull4 


chant 
flay 


sing 
skin 


singer 
skinner 


sings 
skins 


swim 


float 


floater 


floats 


lease 


rent 


renter 


rents 


dwell 


live 


liver 


lives 


Beat 


LESSON 66. 

Pelt belter 


Pelts 


dive 

leave 

yell 


plunge 
quit 
shout 


plunger 

quitter 

shouter 


plunges 

quits 

shouts 


quote 
guide 


cite 
lead 


citer 
leader 


cites 
leads 


Bridle 


LESSON 67. 

Curb Curber 


Curbs 


measure 


mete 


meter 


metes 


purchase 
keep 


buy 
hold 


buyer 
holder 


buys 
holds 


pas'ture 


graze 


grazer 


grazes 


weep 


cry 


crier 


cries 


* The words in the second column convey nearly the same idea as 
the corresponding words in the first column. 

f The fifth pupil spells Blunter, and the sixth pupil Blunts; i. e., 
when the word is pronounced, the first pupil spells its meaning. 

J Br added to a word either means the one who or more when added 
to an adjective. S denotes a singular verb or a plural noun, and gene- 
rally means more than one when the word is a noun. 

Home-exercise. The blunt old man chopped with a dull ax. Let the 
pupil illustrate the difference in meaning between each word in the 
second, and its correspondent of the same line in the first column. 



DIALOGUES ILLUSTRATING DEFINITIONS. 67 




4th pupil 
spells. 

Bring ?f 


LESSON 61 

Teacher 1st pupil 
pronounces. spells. 

Fetch Bear 


2d pupil 
spells. 

Bearer 


3d pupil 
spells. 

Bears 


rend ? 
hear ? 


cleave 
har'hen 


split 
listen 


spliter 
listener 


splits 
listens 


hoist ? 


raise 


lift 


lifter 


lifts 


plight? 
reign ? 

Cede? 


pledge pawn 
sway rule 

LESSON 6 

Yield Grant 


pawner 
ruler 

9. 

Granter 


pawns 
rules 

Grants 


grub ? 
shout ? 


delve 
whoop 


dig 
bawl 


digger 
bawler 


digs 
bawls 


chide ? 


blame 


scold 


scolder 


scolds 


throw ? 


shoot 


cast 


caster 


casts 


knab ? 


gnaw 


bite 


biter 


bites 


Stare ? 


LESSON 70 

Grape Gaze 


Gazer 


Gazes 


speak ? 
ri'fle? 
plun'der 
at'tack ? 


say 
filch 
? pitlage 
as'sault 


tell 
pil'fer 
spoil 
strike 


teller 
pil'ferer 
spoiler 
striker 


tells 
pil'fers 
spoils 
strikes 


gos'sip ? 


tat f tle 


blab 


blabber 


blabs 



* The words in each line of the three left hand columns are nearly 
alike in meaning. Sarah what does bri?ig mean? Eliza answers bring 
means to fetch or hear. For the meaning of er and s see notes hot- 
torn of the 65th page. 

f The 5th pupil spells bringer ; the 6th brings; the 7th fetch; the 
8th /etcher ; and the 9th fetches. Hence when the teacher gives out 
one word nine words are spelled "by the pupils, and hy adding the per- 
fect and present participles the pupil may spell fifteen words for each 
one pronounced hy the teacher. This plan secures the attention of 
every pupil. 

Home-exercises. The bearer of the letter brings all the papers. The 
servant fetches water, <fcc. 



68 DEFINITIONS ILLUSTRATING DIALOGUES. 




TJn'ripe!* Crude 
sol'id ? firm 
nimble ? quick 
lim'pid ? clear 
fleshy ? gross 
con'cise ? brief 

Qui'et ? Calm 
pal'lid ? wan 
health'y ? hale 
glossy ? smooth 
flac'cid ? lax 
ab'ject ? mean 

A'rid ? Dry 
cer'tain ? right 
lu'cid ? bright 
mea'ger ? lean 
nov'el ? new 
willing ? fain 



LESSON 71. 

Raw Rawerf 

hard harder 

spry sprier 

pure purer 

fat fater 

short shorter 

LESSON 72. 

Stiller 

paler 

sounder 

brighter 

looser 

lower 



Still 

pale 

sound 

bright 

loose 

low 



LESSON 7 3. 

Hot Hoter 

sure surer 

clear clearer 

thin thiner 

fresh fresher 

glad glader 



Rawe^f 

hardest 

spriest 

purest 

fates£ 

shorted 

Stillest 

palest 

soundest 

brightest 

loosed 

lowest 

Hotes£ 

surest 

cleared 

thines£ 

freshed 

glades£ 



*For the right way of reading, see note, 67th 'page. 

f Er when added to an adjective means more, and Est means most. 



1 

DIALOGUE ] 


[LLUSTRATING 


ni 

DEFINITIONS. 69 


? 1 










iHBllicJ 




LESSON 6 4.* 






Neu rol'o gy ? 


The nerves 


Brim ? 


Edge 


psj choYo gy ? 


the soul 


brutes ? 


beast 


phre nol'o gy ? 


the brain 


bite? 


gall 


en to mol'o gy ? 


insects 


boon? 


gift 


et y mol'o gy ? 


derivation 


coast ? 


shore 


gen e al'o gy ? 


gen er f a tions 

LESSON 65. 


flesh? 


meat 


Herpetol'ogy? 


Reptiles 


Fib? 


Lie 


ichthyology? 


fishes 


sack? 


bag 


min er al'o gy ? 


min drals 


harm? 


hurt 


or ni thol'o gy ? 


fowls 


hide? 


shin 


os te ol'o gy ? 


bones 


maize ? 


corn 


lex i col'o gy ? 


words 

LESSON 6 6. 


noun? 


name 


Conch ol'o gy ? 


Shells 


Van? 


Front 


hy drol'o gy ? 


water 


stuff? 


cane 


eth nol'o gy ? 


nations 


lawn? 


plain 


geol'ogy? 


earth 


tribe ? 


pipe 


meteorol'ogy? 


me'teors 


blow? 


stroke 


u ran ol'o gy ? 


heavens 


throng ? 


crowd 


* This point ? means a discourse on ; or pertaining to ; 


for example, 


Joseph reads. What doe3 neurology mean ? 


Wm. answers, neurology 


means a discourse on 


the nerves, or something pertaining to the 


nerves. See note at the "bottom of the 67th 


page. 





70 DIALOGUES ILLUSTRATING DEFINITIONS. 


LESSON 74. 


LESSON 75. 


LESSON 7 6. 


Greek derivative. 


Latin derivative. 


Primitive English, or 
meaning. 


A pos' tie ?* 


mis' sion a ry 


mes' sen ger 


A nat' o my ? 


(lis sec' tion 


a cut' ting up 


A nom' a lous ? 


ir reg' u lar 


law' less 


Ap a thet/ ic ? 


in sen' si ble 


un feel' ing 


A pol' o gy ? 


ex cuse' 


plea 


Bish' op ? 


su per vi'sor 


o ver look' er 


Bap' tize ? 


im merse' 


dip 


Cat/ a logue ? 


in' ven tor y 


list 


Cat' a ract? 


cas cade' 


wa' ter fall 


Di' a logue ? 


con ver sa' tion talk 


Di dac' tic ? 


pre cep' tive 


teach' ing 


Dox ol' o gy ? 


glo ri fi ca' tion 


praise 


Dy' nas ty ? 


do rnin' ion 


pow' er 


El lip' ti cal ? 


o' val 


egg' shaped 


Eu' cha rist ? 


sac' ra ment 


Lord's sup per 


Eu' lo gize ? 


com mend' 


praise j 


Gno' mon ? 


in' dex 


poin' ter 1 


Lex' i con ? 


die' tion a ry 


word' book 


Mon ar chi al ? 


re' gal 


king' ly 


Par' a ble ? 


si mil' i tude 


like' ness 


Pa thet' ic ? 


af feet' ing 


feel' ing 


Phys' i cal ? 


me die' i nal 


heal' ing 


Proph' e sy ? 


pre diet' 


fore' tell 


Rhet' o ric ? 


or' a to ry 


fine speak' ing 


Sphere ? 


globe 


ball 


Tet' ra gon ? 


quad' ran gle 


a square 


Tone? 


sound 


noise 


Theol' ogy? 


di vin' i ty 


re lig' ion 


* See notes bottom of 67th page. Maria asks, What does Apostle 


meant Susan answers 


5 Apostle means missionary, or messenger, and | 


so on. 




' 



DIALOGUES ILLUSTRATING DEFINITIONS. 71 


? ||g!l 


illl IJ^apj^ 


£pw = ^ipir ? 


PART III.— LESSON 1. 


Countries. 


Names of people. 


Largest cities.f 


Chi'na ?* 


CM ?iese / 


Pe'kin ? 


Denmark ? 


Danes 


Co'pen ha gen ? 


E'gypt ? 
Flankers ? 


Egyptians 
Flemfings 


Cai'ro ? 
Brussels ? 


Holland ? 


Holland ers 


Am / ster dam ? 


Iceland ? 


Ice'land ers 


ScaPholt? 


Ja pan 7 ? 


Jap an ese / 

LESSON 2 


Jed'do ? 


Ireland ? 


Irish 


Dublin ? 


Na'ples ? 
Nor 7 way ? 


Ne a po'li tans 
Nor we'gi ans 


Na'ples ? 
Ber'gen ? 


Persia? 


Per'sians 


Is'pa han ? 


Poland ? 


Po'land ers 


Warsaw ? 


Prussia ? 


JPrus'sians 


Berlin ? 


Rus'sia ? 


Rus'sians 

LESSON 3 


Pe / ters burg ? 


Sweden ? 


Swedes 


Stockholm ? 


Si am? 


Si am ese' 


Si'am ? 


Turnkey ? 


Turks 


Con stan ti no'ple ? 


Tu'nis ? 


Tic ni'sians 


Tu'nis ? 


Venice ? 


Ve ne / tians 


Venice ? 


Aus'tri a ? 


Aus'tri ans 


Vi en'na ? 


Bel'gi urn ? 


BeVgi ans 


Brussels ? 


Cu'ba? 


Cu'bans 


Ha yan'na ? 


* This point — ? in this column asks the question, what are the people 
of China called ? of Denmark ? of Egypt ? and so on down the column. 
The first pupil reads, what are the people of China called ? The sec- 
ond answers : The people of China are called Chinese. 

f The third, where is Pekin ? The fourth, Pekin city is in the north- 
eastern part of the Chinese empire. 

''- '1 



72 DIALOGUES ILLUSTRATING DEFINITIONS. 




Countries. 

A merl ca' ?* 
France ? 
Greece ? 
Spain ? 
Wales? 
Algiers ? 
England ? 

Por / tu gal ? 
Sax'o ny ? 
Sic'ily? 
Switz'er land ? 
Tus / ca ny ? 
Ba ta'vi a ? 
Ba vali a ? 

Cor'si ca ? 
G-er / man y ? 
Hun'ga ry ? 
In'dia? 
Milan ? 
Mo roc'co ? 
Bo heini a ? 



LESSON 4* 
Names of people. 

A mer'i cans 
French 
Greeks 
Span'iai^ds 
Welch 

Mgerines' 
Brit'ons 

LESSON i 

Por'tu guese 
Sax'ons 
Si ciVians 
Swiss 
Tus'cans 
Ba ta'vi ans 
Ba va'ri ans 

LESSON 6, 

Cor' si cans 

Ger'mans 

Hun ga / ri ans 

Hin'doos 

Mi Ian ese / 

Moors 

Bo lief mi ans 



Largest cities. 

New-York ? 
Paris ? 
Ath / ens ? 
Mad'rid ? 
Wrex / ham ? 
AFgiers ? 
London ? 

Lis / bon ? 
Dresden ? 
Pa ler'mo ? 
Berne ? 
Florence ? 
Hague ? 
Munich ? 

Bas'tia? 
Vi en'na ? 
Pres / burg ? 
Cal cut'ta ? 
Milan? 
Fez? 
Prague ? 



* See note bottom of the 71st page. 



DIALOGUES ILLUSTRATING DEFINITIONS. 73 





LESS 

Latin deriva- 
tives. 

Mu'ral?* 
filial ? 
lo'cai ? 
clinic ? 
vi/nous ? 
na' val ? 

LESS 

Bes'tial? 
flo'ral? 
mar'tial ? 
vi'tal? 
vul'pine ? 
canine ? 

^ LESS 

vac' cine ? 
feline ? 
ur'sine ? 
dorsal ? 
na'tal? 
pe'dal? 



ON 8. 

Primitive 
English, or 
definitions. 

Wall 

son 

place 

bed 

wine 

ships 

ON 10. 

Beasts 
/lowers 
war 
life 

foxes 
clogs 

ON 12. 

Cows 

cats 

bears 

back 

birth 

foot 




Latin deriva- 
tives. 



LESSON 7. 

Primitive 
English, or 
definitions. 

Spring 
mind 



Ver'nal ?* 
men'tal ? 
lu'nar ? 
nerVous ? 
na'sal? 
cos'tal ? 

LESSON 



moon 
nerves 
nose 
ribs 



Solar? 
Stellas ? 
denial ? 
ve'nous ? 
ma'rine ? 
lin'gual ? 

LESSON 

Ru'ral? 
spi'nal ? 
lum'bar ? 
malar? 
cenlral ? 
polar ? 



Sun 

stars 

teeth 

veins 

sea 

tongue 

12. 

Country 

spine 

loins 

cheelcs 

centre 

poles 



f The interrogation mark in this column asks the question, What 
does mural mean ? The answer printed in italics is, that Mural means 
pertaining to or connected with a wall; and so on, omitting mural, and 
supplying each other word in its regular order, in the place of mural. 
For example, Jane reads, What does filial mean? Mary answers, 
Filial means pertaining to a son. Jane reads, "What does local mean ? 
Mary answers, Local means pertaining to a place. 



74 DIALOGUES ILLUSTRATING DEFINITIONS. 





LESSON 14* 

-t/» /*X~ I 1 *~V -1 1/1 f~\ /^\ 



40O£b^^& 



Mher it 


Heir ?f 


Heired 


Heiring 


ven'ti late 


air? 


aired 


airing 


free 


bail? 


bailed 


bailing 


pack 


bale? 


baled 


baling 


yield 


cede? 


ceded 


ceding 


sow 


seed? 


seeded 


seeding 




LESSON 15. 




Sum'mon 


Cite? 


Cited 


Citing 


view 


si#7it? 


sighted 


sighting 


ex'pire 


die? 


died 


dying 


col'or 


dye? 


dyed 


dyeing 


swoon 


faint? 


fainted 


fainting 


prdtend 


feint? 


feinted 


feinting 




LESSO 




Pledge 


Gage? 


Gaged 


Gaging 


mealsure 


guage ? 


guaged 


guagmg 


cure 


heal? 


healed 


healing 


sole 


heel? 


heeled 


heeling 


mix 


knead ? 


kneaded 


kneading 


want 


need? 


needed 


needing 



* The words in the second column are alike, or nearly alike, in sound, 
but differ both in spelling and meaning. Lessons of this kind show 
the absolute necessity of depending upon the eye as well as the ear, 
and of practically applying the words in written exercises. 

f All the words in this column are used as verbs. Let the pupils, for 
a home-exercise, use each word in a simple sentence as a noun; for 
example, The son is the heir of the mountain-farm, which is pro- 
verbial for pure air. For right way of reading see note on the 67 th 
page. 



WHAT I OUGHT TO MIND. 



75 




LESSON 17. 
WHAT I OUGHT TO MIND. 

1. These are the things I ought to 1 ? 

To come in time, eve'ry school \ . .? 

And ne'ver id'ly wait 1 ? 

Having no rea'son but to K . . .? 

2. To brush my clothes, and put them J . .? 

And see that hands and face are l ? 

To know my les / sons, every r . . .? 
And then re mem / ber what they K . . .? 

3. My books I must not tear, or 1 ? 

But aFways keep them fair and 1 . . . .? 
And wiek'ed words I will not K . .? 
Such as I hear about the 2 ? 

4. I should re menr'ber what I'm ! ? 

And aFways do as I am 1 . . .. 

I'll ne'er be ob 7 sti nate or x ? 

An^ry or suFky when I'm 1 ? 

5. And when I am away from J ? 

And think that no / bod y is 1 ? 

I would re mem / ber eve'ry 1 , . . .? 
And be as good as when I'm l ? 

6. These are the things that I should *. . . .? 

And so I will with all my 1 ? 

For sure I am that I shall * ? 

True hap 7 pi ness in doing x ? 



Mind. 
Day. 
Be/hind. 
Play. 

On. 
Clean 
One. 
Mean. 

Lose. 
Neat. 
Use. 
Street 

Told. 

Bid. 

Bold. 

Chid. 

School. 

Near. 

Ride. 

There. 

Mind. 

MigU. 

Find. 

Right. 



76 MY LITTLE BROTHER WHO DIED. 




LESSON18. , 

MY LIT'TLE BROTH 'ER WHO DIED. 

I am all alone in my 1 cham A ber now ; Bed'room. 

And l the mid'night hour is near ; Soli't-udes'.2 

And the tfag'gots's crack, and the clocks dull tick, Burning fire. 

Are Hhe only sounds I hear. Solely the 

And oyer my soul in its 1 sol'i-tude, Gloom'i- ness. 

Pi'ous feelings of ^lad'ness glide ; Pleasure. 

Eor my heart and my eyes are full 1 when I think If- 

Of my nit'tle broth'er who died. Play'ful. 

I went one night to my 'fa'ther's house — Pa'rents\2 

"Went home to the *dear ones all ; Kind. 

And Softly I opened the gar'den gate, Gently. 

And 'softly the door of the hall ; Easily. 

My moth'er came out to 1 meet her son — Greet.2 

She 'kiss'ed me and then she sigh'ed, Embraced. 

And her head fell on my neck, and she *wept • Cried. 
Por my Hit'tle broth'er who died. j Lovly. 



MY LITTLE BROTHER WHO DIED. 



77 



I shall miss him when the ^ow'ers come 

In the 1 gar'den where he play'ed, 
I shall miss him 1 more by the fire'-side, 

When the ^oses have all decayed. 

I shall see his toys and his 1 emp r ty chair, 

1 And the horse he used to ride ; 
And they will *speak with a silent speech, 

Of my 1 little brother who died. 

I shall see ^his little sis'ter again, 
With her play'mates ^Txmt the door ; 

And I'll *watch the chil'dren in their sports, 
As I nev'er did/be'fore. 

And if, in the 1 gronp, I see a child 
That's dim/pled and Uaugh'ing-eyed, 

I'll look to see if it J may not be 
My lit'tle broth'er x who died. 

We 1 shall all go home to our Father's house, 
To our 1 Fa / ther's house in the skies, 

Where the hope of our souls ^hall have no blight, 
Our love no 1 brok / en ties. 

We shall rove on the banks of the 1 river of Peace, 

And 1 bathe in its bliss'ful tide ; 
1 And one of the joys of our Hea'ven shall be— 

My 1 lit'tle broth'er who died. 



Ro'ses.2 
Orchard. 
Most. 
Flowers. 

Tacant. 
With.2 
Talk. 
Deadest. 

Our.2 
A'round. 
Guard. 
Of yore. 

Crowd. 
Mirth'ful. 
Can. 
That. 

May. 

Parent's. 

Will. 

Severed. 

Stream. 
Wash. 
For. 
Darling. 




1119 



* 














X3> * 











^ 

> 



-♦^ •* 






°o 










• ^ ** ♦jS 
















